Evaluating Capitalization Errors in Saudi Female Students' EFL Writing at Bisha University

Siddiqui, Malika Anwar

doi:10.2139/ssrn.2834445

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…According to Anwar Siddiqui (2015), capitalization is a fundamental aspect of standard English language writing that distinguishes between uppercase and lowercase letters. This is unique to English writing and is not present in many other languages, such as Bangla.…”

Section: • Capitalizationmentioning

confidence: 99%

“…However, it is also important to recognize that students may have varying levels of difficulty with different subcategories of capitalization. For instance, Saudi tertiary EFL students who are not familiar with the uppercase and lowercase letter systems may overgeneralize uppercase letters, using them incorrectly instead of lowercase letters (Anwar Siddiqui, 2015;Hayik, 2020). In contrast, students who copy texts often struggle with using lowercase letters correctly, as they mistakenly turn uppercase letters into lowercase letters (Porte, 1995).…”

Section: • Capitalizationmentioning

confidence: 99%

“…However, this finding is consistent with Yuliahm et al ( 2019)'s study which identified capitalization as one of the two least error-prone mechanics in tertiary EFL learners' writing (Yuliahm et al, 2019). Previous studies reported that EFL students in different global contexts often confuse uppercases with lowercases (Anwar Siddiqui, 2015;Hayik, 2020;Porte, 1995;Huang, 2016;Averianova, 2007). However, the present study adds that the EFL students in question found it more difficult to use uppercases correctly than lowercases, which is consistent with the findings of Hamed (2018)'s study.…”

Section: Spelling Errors Punctuation Errors Capitalizationmentioning

confidence: 99%

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Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication

Patwary,

Alam,

Reza

2023

(BAES)

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Background: Top of Form In order to enhance tertiary EFL students' formal writing skills, it is crucial that they develop proficiency in writing mechanics alongside their syntactic maturity. It is crucial because weaknesses in writing mechanics can significantly impact the overall quality of the content. Purpose: the present study aims to examine the nuances of the sub-categories of three major writing mechanics and thus bring up some implications for EFL teachers, syllabus designers, and material designers. Methodology: This study is qualitative in nature and collected 42 narrative essays from 42 tertiary students. The participants comprised both English and non-English majors from seven private and public universities in Bangladesh. The collected data were analyzed using Hsieh and Shannon's (2005) summative content analysis. Findings: The findings of the analysis indicate that the most error-prone mechanics for students are the correct usage of ending punctuation marks (specifically the full stop) and non-ending punctuation marks (such as commas), while the second most challenging mechanics are the correct spellings of di- and polysyllabic words. Further, in capitalization mechanics, they encounter difficulties in the appropriate use of uppercase letters. Research implications: The study concludes with pedagogical implications that tertiary EFL teachers, syllabus designers, and material designers should put more emphasis on the sub-categories of writing mechanics while designing writing tasks for tertiary EFL learners.

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Section: • Capitalizationmentioning

confidence: 99%

Section: • Capitalizationmentioning

confidence: 99%

Section: Spelling Errors Punctuation Errors Capitalizationmentioning

confidence: 99%

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Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication

Patwary,

Alam,

Reza

2023

(BAES)

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“…The previous researchers focused on punctuation error in writing (Awad, 2012) and researchers focused on capitalization error in writing ((Anwar Siddiqui, 2018;Pathan, 2021) serve different perspective. On the other hand, in this present study, the writer combines two main mechanics as the focus of the study: punctuation and capitalization.…”

Section: Introductionmentioning

confidence: 99%

Punctuation and Capitalization in Writing: How Do Students Produce Them?

Maharani

Sholikhatun

2022

JAMR

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This study aimed to know the way the students produce punctuation and capitalization in their writing of descriptive text. The students as the respondents of this study were 38 eleventh graders a certain senior high school in Semarang. They were given a descriptive text writing test. Their writing test result was the data of this present study. The data were analyzed by using the rule of punctuation and capitalization writing. The analyzed data were interpreted to get the final conclusion of the study. The results of the study were that the students� incorrect writing of punctuation was on comma, full stop and apostrophe, while for capitalization was on the first word of a sentence, the name of people, and the names of places. In short, the researchers classified the ways the students wrote descriptive text were incorrectly on comma, full stop, apostrophe, the first word of a sentence, the name of people, and the names of places.

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Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Qasem¹

2020

MACL

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Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.

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Evaluating Capitalization Errors in Saudi Female Students' EFL Writing at Bisha University

Cited by 4 publications

References 6 publications

Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication

Exploring Nuanced Errors in Bangladeshi Tertiary EFL Students’ Writing Mechanics: A Pedagogical Implication

Punctuation and Capitalization in Writing: How Do Students Produce Them?

Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

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