The effect of writing exercises in classroom on the production of written sentences at undergraduate level by Saudi EFL learners: A case study of error analysis

Khan, Afzal

doi:10.1080/2331186x.2022.2122259

Cited by 3 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The student's behaviour, evaluation, and time management were problematic. Khan (2022) conducted research evaluating Saudi EFL students' writing mistakes. There were two groups: the control and the experimental group.…”

Section: Review Of Literaturementioning

confidence: 99%

Errors in Writing Among Female Students at the Tertiary Level in Saudi Arabia

Nisa

Alhaider

Usmani

et al. 2023

IJLLT

View full text Add to dashboard Cite

Writing is regarded as the most challenging skill to acquire when learning a foreign language. Extensive research into students' writing abilities is one method for understanding the challenges they face when writing. This study aims to investigate the most frequent English writing errors made by Saudi female university students at the tertiary level. The study's population comprised forty female college students. They had 45 minutes to write paragraphs on a variety of subjects. The participants in this study were selected at random and asked to compose an essay on any of the topics provided so that errors could be identified; the results were then analyzed and explained. Based on the findings, we can conclude that all 40 paragraphs of the essays written by Saudi female university students at the tertiary level contained 192 misspellings. There were 41 plural form errors, 58 comma punctuation errors, and 52 full stop punctuation errors. There were 119 instances of incorrect grammar, syntax, or word choice. The data analysis concludes that female students make numerous punctuation, syntactic, grammatical, and lexical errors, with most errors occurring in spelling and syntax. The results of this study are significant because the identified errors will have pedagogical implications when teaching writing skills to college-level English language students. This result sheds light on the areas that should be emphasized when teaching writing skills to EFL students in Saudi Arabia.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Errors in Writing Among Female Students at the Tertiary Level in Saudi Arabia

Nisa

Alhaider

Usmani

et al. 2023

IJLLT

View full text Add to dashboard Cite

show abstract

“…Further, lecturers' fairness practices may mediate substantial narrative writing activities bridging academic goals contextually (Oddone, 2022), which provides content-focused narration regarding events and experiences. This builds students' narrative writing practices, integrates useful teaching materials, and initiates self-efficacy (Luesse et al, 2022), as well as measures students' motivation, anxiety, and effective narrative writing (Khan, 2022).…”

Section: Introductionmentioning

confidence: 99%

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

Sumekto,

Putri,

Munifah

2023

Lingua Cultura

View full text Add to dashboard Cite

The research aimed to observe the lecturer’s teachability on students’ short story performance based on the database fitness of narrative writing. The research involved 245 undergraduate students aged between 18 to 23 years old (Mage = 20,65; SD = 1,603), from the parallel-intact-narrative writing. Students’ self-rated evaluation used several variables: transparency, accountability, fairness, and assistance in narrative writing instruction. Meanwhile, short story samples verified vocabulary, structure, mechanics, content, and organization. The findings show the lecturer’s teachability in the moderate category, for which the independent T-test results do not statistically show a significant difference between male and female students for perceiving the lecturer’s teachability, and the MANOVA revealed the lecturer’s teachability with F (16, 724.687), p = 0,044; Wilks’ Lambda = 0,894; and partial eta squared = 0,028, determined a differently statistical significance. The Systematic Analysis of Language Transcripts (SALT) indicates students’ short story samples with some experience of the syntactic structures and various categories upon the correlational results since the transcript length intelligibility, standard measures, and subordination index signified the database for supporting students’ short story performance.

show abstract

Ein neuer Ansatz zur Fehleranalyse: Eine explorative Fallstudie zu den häufigsten schriftlichen Kompetenzfehlern im L3-Deutschen

Tanır

2023

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

View full text Add to dashboard Cite

Diese Studie zielte darauf ab, die häufigsten schriftlichen Kompetenzfehler zu ermitteln, die von Senior-StudentInnen der Abteilung für Fremdenführung, deren L1 Türkisch und L2 Englisch war, beim Schreiben eines argumentativen Essays im L3-Deutschen gemacht wurden. Außerdem wurden die Quellen und Ursachen ihrer schriftlichen Kompetenzfehler dafür untersucht. Es ist seit langem bekannt, dass zahlreiche Faktoren den Prozess des Spracherwerbs und -lernens beeinflussen und dass eine systematische Fehleranalyse Lehrenden und Lernenden ein besseres Verständnis vermittelt, um vorbeugende Maßnahmen zur Gestaltung wirksamer Unterrichtsinhalte und zur Verbesserung der Sprachkenntnisse zu ergreifen. Unter diesem Gesichtspunkt nutzt diese Studie die Lücken in der Literatur zur Fehleranalyse, um eine neue Perspektive auf die Arten, Ursachen und Quellen von schriftlichen Kompetenzfehlern in der Zielsprache zu eröffnen. Darüber hinaus entsprechen die vorgeschlagenen Prinzipien zur Analyse von Kompetenzfehlern von StudentInnen in der Zielsprache nicht vollständig den Anforderungen einer wissenschaftlichen Forschungsmethode, und diese Lücke wurde von den Forschern vernachlässigt. Daher wird in dieser Studie ein neuer Fehleranalyseansatz als Forschungsmethode vorgeschlagen, der zu einem sechsstufigen Prozess zur Analyse qualitativer Daten gehört. Zu diesem Zweck wurden die Ergebnisse zu den vier Kompetenzfehlern (morphologische, syntaktische, lexikalische und pragmatische Fehler) im L3-Deutschschreiben vorgestellt und auf der Grundlage von zwei Hauptfehlerquellen interpretiert: Interlingulität und Intralingulität. Abschließend wurden die Implikationen diskutiert, um ein besseres Verständnis für die Kompetenzfehler der StudentInnen beim Schreiben eines argumentativen Essays im L3-Deutschen zu gewinnen.

show abstract

The effect of writing exercises in classroom on the production of written sentences at undergraduate level by Saudi EFL learners: A case study of error analysis

Cited by 3 publications

References 14 publications

Errors in Writing Among Female Students at the Tertiary Level in Saudi Arabia

Errors in Writing Among Female Students at the Tertiary Level in Saudi Arabia

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

Ein neuer Ansatz zur Fehleranalyse: Eine explorative Fallstudie zu den häufigsten schriftlichen Kompetenzfehlern im L3-Deutschen

Contact Info

Product

Resources

About