Linguistic Errors Across Languages

Jomaa, Nayef Jomaa; Derşevi, Sehil

doi:10.4018/978-1-7998-8985-4.ch002

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…Without using Grammarly, omission occupied the first rank of errors, followed by spelling, misformation, addition, and misordering. These findings align with a study conducted by Jomaa and Derşevi (2022), which revealed that Turkish students in both Arabic and English had substitution and omission errors as the most frequent ones. These errors could be attributed to the interference of students' first language, educational level, and learning style (Hung & Zhang, 2022).…”

Section: Discussionsupporting

confidence: 91%

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

Jomaa,

Jibroo

2024

(BAES)

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Background: Writing is the most difficult skill due to its complex communication mechanism. However, only a few studies have addressed the effect of technology on improving the writing skill. Purpose: This study aims to analyze the types of errors in second-language writing committed by second-grade students before and after using Grammarly. Methodology: This study used a qualitative approach employing three sources of data collection: 20 descriptive written essays before using Grammarly, 20 descriptive written essays after using Grammarly, and individual face-to-face interviews with 6 participants. Findings: The results of the study indicate that errors committed without using Grammarly were 706 errors, namely omission (264), spelling (179), misformation (137), addition (118), and misordering (8). In contrast, the analysis of the written essays after using Grammarly application showed a great reduction in the errors of students, including omission (178), spelling (0), misformation (87), addition (27), and misordering (3). In other words, the free version of Grammarly has helped the students reduce their spelling, synonyms, vocabulary, articles, connecting ideas, location of the errors, and limited punctuation. Research implications: Though most of the students affirmed that Grammarly is useful in the education process, particularly in EFL writing skills, other students stated that Grammarly can be used only by those whose level in English is good or intermediate. Pedagogically, the current study's findings could contribute to EFL students' writing progress, and the instructors could direct the learners to obtain the maximum benefits from such applications and avoid the possible challenges arising.

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Section: Discussionsupporting

confidence: 91%

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

Jomaa,

Jibroo

2024

(BAES)

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“…The word 'tense' is derived from the Latin word 'tempus', which means 'time' (Tipping, 1972). used to explain and analyze such errors, which are typically the result of interference from the learner's native language (L1) or cross-linguistic transfer (Jomaa & Bidin, 2017;Jomaa & Derşevi, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

A Linguistic Investigation of Competency in Tense Categories among Omani EFL Students

Mudhsh,

Jomaa,

Al-Yafaei

et al. 2024

IJLTS

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This study investigates the competency levels in tense categories among Omani EFL students at the University of Technology and Applied Sciences-Salalah. The sample included 120 students: 30 students from each level, covering the four levels of the General Foundation Program (GFP). A quantitative research approach was employed, whereby descriptive statistics and t-tests were carried out. It was revealed that the level of competency for levels one and two in tense categories is low. The t-value for the total score of level one is (6.83, P< 0.05) with a real mean (5.96) which is significant at a level of 0.05. As for students in level two, they have a total score (3.27, P< 0.05) with a real mean (7.40) which is significant at a level of 0.5. On the other hand, the level of competency for level three students is at a moderate point. The t-value for the total score (0.45, P >0.01) is not significant compared to the real mean (8.80). Unlike all other foundation (GFP) levels, level four students obtained the highest level of competency in tense categories with a t-value (4.96, P< 0.05) which is significant at the level of 0.5, and the real mean (12.03) is higher than the assumed mean (9). Furthermore, the t-test values are not significant (P >0.05), thereby confirming that no significant difference exists in precision in the level of competency in tense categories among male and female students. Finally, the future tense category proved to be the most challenging one.

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Linguistic Errors Across Languages

Cited by 2 publications

References 21 publications

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

A Linguistic Investigation of Competency in Tense Categories among Omani EFL Students

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