scholarly journals Spelling errors of EFL students An insight into curriculum development

2015 ◽  
Author(s):  
SHEIKHA ALI
Keyword(s):  
Curriculum Development ◽  
Spelling Errors ◽  
Efl Students ◽  
Insight Into

scholarly journals Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level

2021 ◽  
Vol 4 (2) ◽  
pp. 106-110
Author(s):  
Abdurrahman M. Alfahadi
Keyword(s):  
English Language ◽  
Contextual Effects ◽  
Intervention Strategies ◽  
Pedagogical Practices ◽  
Remedial Action ◽  
Spelling Errors ◽  
Efl Students ◽  
University Level ◽  
The University ◽  
Writing Errors

The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the university English language syllabus and classroom instructions in terms of teaching spelling rules. The participants in this study suggested various possible strategies to address the problem of spelling; for instance, academic intervention strategies such as ways to engage the learners and pedagogical practices that could help EFL students learn English better.

scholarly journals Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum

2014 ◽  
pp. 58-78
Author(s):  
Satoko Watkins ◽  
Neil Curry ◽  
Jo Mynard
Keyword(s):  
Curriculum Development ◽  
Classroom Environment ◽  
Development Project ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Freshmen Students ◽  
Self Study ◽  
Directed Learning ◽  
Insight Into

In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it.

scholarly journals Chinese EFL Teachers’ Perception and Practice of Phonics Instruction

2021 ◽  
Vol 12 (6) ◽  
pp. 990-999
Author(s):  
Baoning Zhong ◽  
Yeqin Kang
Keyword(s):  
Educational Background ◽  
Chinese Mainland ◽  
Effective Teacher ◽  
Phonics Instruction ◽  
Word Attack ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Efl Students ◽  
Insight Into ◽  
Empirical Insight

Phonics was introduced to Chinese mainland two decades ago. To gain an empirical insight into teachers’ perception in teaching phonics to EFL students, this study draws upon data from a survey among 213 primary school EFL teachers in two Chinese provinces. The findings indicate that most teachers hold positive attitudes towards phonics, regarding it more as a word-attack skill. The improvement of teachers’ educational background predicts better phonics teaching effect, yet they need systematic phonics knowledge. Besides, teaching material and teaching strategies are greatly correlated with the teaching effect. It concludes that phonics should be integrated into regular textbooks and effective teacher training is significant for better improvement of phonics instruction.

scholarly journals Actual and Self-perceived Spelling Accuracy in Kuwaiti EFL Students: Some Practical and Theoretical Implications

1993 ◽  
Vol 10 (2) ◽  
pp. 55 ◽  
Author(s):  
Madeline Haggan
Keyword(s):  
Analytical Study ◽  
Point Of View ◽  
Personality Test ◽  
Spelling Errors ◽  
Kuwait University ◽  
Significant Difference ◽  
Efl Students ◽  
High Level ◽  
Arabic Speaking ◽  
English Spelling

A spelling elicitation test on common English spelling errors already collected from native Arabic-speaking students was devised and administered to 25 Remedial and 25 Fourth Year students from the English Department of Kuwait University. In addition to providing the targetted words, students were also required to score each response as follows: 4 if they were sure they had spelled the word correctly, 3 if they felt it was probably correct, 2 if they felt it was probably wrong, and 1 if they felt it was definitely wrong. Results showed that there was no significant difference between the two groups on the self-ratings, with both showing a high level of confidence over IN1RODUCTION the accuracy of their spelling whether they were spelling words correctly or incorrectly. Since, in general, both groups' actual spelling accuracy was far lower than their self-perceived spelling accuracy, this points to a situation in which students do not know that they do not know. A personality test administered to the students showed a strong bias towards extra-version and a correlation was found between scores on spelling confidence and degree of extraversion. The findings are discussed from the point of view of their implications for (a) methods of collecting spelling errors for analytical study and (b) the Monitor model.

scholarly journals Spelling Errors of Omani EFL Students

2015 ◽  
Vol 9 (4) ◽  
pp. 660
Author(s):  
Sheikha A. Al-Bereiki ◽  
Abdo M. Al-Mekhlafi
Keyword(s):  
Female Students ◽  
Male Students ◽  
Third Place ◽  
Spelling Errors ◽  
The Third ◽  
Different Types ◽  
Free Writing ◽  
Efl Students ◽  
Writing Task

The purpose of this study was to explore the types of spelling errors students of grade ten make and to find out whether there were any significant differences between males and fe- males with respect to the types of spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researchers manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contex- tualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten stu- dents were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies.

scholarly journals NATIVE VERSUS NON-NATIVE ENGLISH SPEAKING TEACHERS: AN INSIGHT INTO INDONESIAN STUDENTS’ VOICES

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Alviaderi Novianti
Keyword(s):  
Undergraduate Students ◽  
Native Speaker ◽  
Survey Design ◽  
English Teacher ◽  
Efl Students ◽  
Pros And Cons ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Insight Into

Several issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several problems in the learning process. Thus, for both NEST and Non-NEST are required to handle the problems encountered by the students.  

Am I bilingual? Reporting on the self-reflections of Japanese EFL learners

2021 ◽  
pp. 136700692110194
Author(s):  
Blake Turnbull
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Efl Learners ◽  
Emergent Bilingual ◽  
Bilingual Speakers ◽  
Efl Students ◽  
Research Questions ◽  
Emerging Themes ◽  
Linguistic Approach ◽  
Insight Into

Aims and objectives/purpose/research questions: Through use of a written questionnaire, this article examines the personal opinions of tertiary-level Japanese intermediate EFL students regarding the definition and process of becoming bilingual. Design/methodology/approach: This article takes a critical applied linguistic approach to examining the perspectives of emergent bilingual Japanese EFL learners regarding their own status as bilingual speakers in Japan. Data and analysis: This study employed a questionnaire involving both Likert and open perspective questions. The subsequent data analysis involved quantitative analysis of the Likert questions and qualitative analysis of the open-ended questions, according to emerging themes. Findings/conclusions: The results suggest that most of the Japanese emergent bilingual participants did not view themselves as being bilingual, and instead considered the notion of bilingualism to be an out-of-reach goal at their current level. This article suggests the need to educate foreign language (FL) learners of their emergent bilingual status so they may dismiss the idea of attaining native-like competence and embrace their status as competent emergent bilinguals. Originality: Whereas many studies examine (emergent) bilingualism from the perspective of minorities learning a majority language, this article has expanded upon the current body of bilingualism literature by investigating the perspectives of bilingualism from speakers of a majority language learning a minority language, as is the case in all FL education environments. Significance/implications: This article provides an insight into the issue of FL learners’ lack of recognition of their own emergent bilingualism. It brings attention to the need for FL teachers to inform students of their emergent bilingual status to leverage their bilingual languaging strategies so that they can make meaning, express themselves, and learn in their ever-increasing bilingual worlds.

scholarly journals An Investigation into Assessment Preferences of Gulf Arab Students

2015 ◽  
Vol 6 (3) ◽  
pp. 17
Author(s):  
Mashael Al-Hamly ◽  
Christine Coombe
Keyword(s):  
Test Anxiety ◽  
Strong Preference ◽  
Multiple Measures ◽  
Arab Students ◽  
Efl Students ◽  
University Level ◽  
Insight Into ◽  
Gulf Arab

The purposes of this study are to gain insight into Gulf Arab EFL students’ preferences when being assessed in their university-level English courses and to investigate if gender and degree of test anxiety have an impact on these preferences. Data were obtained from responses on an adapted form of Birenbaum’s (1994) Assessment Preferences Inventory. Results show that the students participating in this study favor assessments with multiplechoice (MCQ) questions as they are viewed as being easier to prepare for, easier to take, and thus will bring in relatively higher scores. Results also indicate that students are very much in favor of choosing how they will be assessed and data report a strong preference for multiple measures, and low stakes assessment. Implications for the classroom are also discussed. 

scholarly journals Workforce Skills Curriculum Development in Context: Case Studies in Rwanda, Algeria, and the Philippines

2021 ◽  
pp. 113-146
Author(s):  
Catherine Honeyman ◽  
Laura Cordisco Tsai ◽  
Nancy Chervin ◽  
Melanie Sany ◽  
Janice Ubaldo
Keyword(s):  
Curriculum Development ◽  
Case Studies ◽  
Workforce Development ◽  
Life Skills ◽  
Professional Community ◽  
The Philippines ◽  
Education Development ◽  
Workforce Skills ◽  
Development Center ◽  
Insight Into

AbstractLife skills programming in the field of international workforce development operates within a professional community of practice that is shaped by dynamics of power, influence, and resources, as well as by specific local contexts and actors. This chapter gives detailed insight into three case studies of youth workforce life skills programming developed by the organizations World Learning, Education Development Center, and 10ThousandWindows in different national settings and with distinct youth populations, highlighting how these organizations have interacted with the larger field and learned from one another to address issues of contextualization, pedagogy, sustainability, and scale. Through descriptions of programming in Rwanda, Algeria, and the Philippines, the chapter offers insight into the complexities of life skills curriculum development and contextualization processes and highlights issues that remain difficult to resolve, as well as new frontiers for programming in rapidly changing economies.

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