An empirical investigation on undergraduate students’ writing skills in a foreign language as a social practice within a non-linguistic university

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

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Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

Language Teaching Research ◽

10.1177/1362168817702159 ◽

2017 ◽

Vol 22 (6) ◽

pp. 719-738 ◽

Cited By ~ 6

Author(s):

Bonnie Wing-Yin Chow ◽

Hey Tou Chiu ◽

Simpson W. L. Wong

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Undergraduate Students ◽

Learning Motivation ◽

Behavioral Correlates ◽

Listening Anxiety ◽

Mediation Analyses ◽

Chinese Undergraduates ◽

Efl Learning

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.

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Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

English Language and Literature Studies ◽

10.5539/ells.v6n4p104 ◽

2016 ◽

Vol 6 (4) ◽

pp. 104 ◽

Cited By ~ 1

Author(s):

Huda Alqunayeer

Keyword(s):

Foreign Language ◽

Undergraduate Students ◽

English Language ◽

Female Students ◽

Language Teachers ◽

Test Results ◽

Loan Words ◽

Teachers And Students ◽

English Language Teachers ◽

Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

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The potential of using a mobile phone to access the Internet for learning EFL listening skills within a Korean context

ReCALL ◽

10.1017/s0958344008000633 ◽

2008 ◽

Vol 20 (3) ◽

pp. 331-347 ◽

Cited By ~ 50

Author(s):

Ki Chune Nah ◽

Peter White ◽

Roland Sussex

Keyword(s):

Foreign Language ◽

Mobile Phone ◽

Language Learners ◽

Undergraduate Students ◽

The Internet ◽

Learning Approaches ◽

Listening Skills ◽

Wireless Application Protocol ◽

Positive Attitudes ◽

Wireless Application

AbstractInterest in the use of a mobile phone to access the Internet for learning English in general, and listening skills in particular, has been increasing in Korea over the last few years. However, there has been only a small number of studies on this topic in Korea. The present paper investigates the potential of using a mobile phone to browse wireless application protocol (WAP) sites for the purpose of learning listening skills. The study focuses specifically on the attitudes of language learners toward using a mobile phone for this purpose. The study is based on input, interaction, output and sociocultural theories, as well as on collaborative, learner-centred, constructivist and task-based learning approaches. An experiment was carried out with a group of undergraduate students who had enrolled in a required intermediate English as a Foreign Language (EFL) listening course at a Korean university. A WAP site was designed and used as the instrument for the experiment. This study found that the language learners expressed positive attitudes towards the use of the WAP site. It also found that the WAP site can be effective for learning listening skills and for student-centred and collaborative learning. Based on the findings, it is clear that WAP sites can be effective for learning listening skills, since they can enhance opportunities to learn language skills, and encourage language learners to participate actively in the learning process.

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The development of a CEFR-based scale for assessing young foreign language learners’ writing skills

Linguistica ◽

10.4312/linguistica.54.1.241-259 ◽

2014 ◽

Vol 54 (1) ◽

pp. 241-259

Author(s):

Karmen Pižorn

Keyword(s):

Foreign Language ◽

Language Learners ◽

Classroom Assessment ◽

Writing Skills ◽

Age Group ◽

Young Learners ◽

Foreign Language Learners ◽

The Common ◽

Literacy Research ◽

Insight Into

The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the contribution that feedback, in the form of an assessment scale, can make to valid classroom assessment of the writing of young learners, in the age group of 9–13 years. It shows that a scale of descriptors adapted from the CEFR can play a central role in this assessment. The article presents the AYLLIT (Assessment of Young Learner Literacy) research project, which developed a CEFR-based writing scale and guidelines for teachers, enabling them to provide their students with feedback, and to gain a clearer insight into their students’ progress. After describing the procedures followed in the project, the article examines the extent to which its outcomes may enable teachers to give feedback that could contribute to valid classroom assessment.

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An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

10.31235/osf.io/ja5fz ◽

2019 ◽

Author(s):

Ammar Mohammed Ahmed Mudawy

Keyword(s):

Foreign Language ◽

Academic Writing ◽

Writing Skills ◽

Extensive Reading ◽

Reading And Writing ◽

Efl Teachers ◽

Holy Quran ◽

Post Test ◽

Efl Students ◽

University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

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Enjoying Learning Writing through Facebook Group

Lingua Cultura ◽

10.21512/lc.v13i1.5513 ◽

2019 ◽

Vol 13 (2) ◽

pp. 115

Author(s):

Zulfadli Abdul Aziz ◽

Husnul Khatimah

Keyword(s):

Foreign Language ◽

Thematic Analysis ◽

Writing Skills ◽

Situational Interest ◽

Individual Interest ◽

English Writing ◽

Research Findings ◽

Efl Students ◽

Interactive Feedback ◽

Group 1

This research showed many English as a Foreign Language (EFL) students in Aceh struggle in learning English writing as they had a lack of interest in it. This descriptive qualitative study aimed to find out in what ways Facebook Group might facilitate the enjoyment of the students in learning this skill. The data were collected using interviews and was analyzed through thematic analysis. The interview was done one by one at a time. Ten students from UIN Ar-Raniry were purposely chosen for the interviews in this research. The research findings show that there are four themes found that caused the participants enjoyment of the learning writing in the group: (1) it provides unlimited timing; (2) it facilitates the participants’ freedom and creativity; (3) it provides the interactive feedback; and (4) it helps them in brainstorming the ideas. These four themes directly enhance the students’ situational interest in learning writing that related to an environmental factor, but it results in the development of their individual interest. This research suggests that the teacher should combine the learning process in the classroom with the Facebook group media to fasten the enhancement of the learners’ writing skills. For the learners, it is suggested that they should utilize their social media such as Facebook group not only as their communication media but also for developing their learning in writing.

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Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

10.31235/osf.io/yfpg2 ◽

2018 ◽

Author(s):

Arab World English Journal ◽

Eman Adil Jaafar ◽

Fatimah Khudair Hassoon

Keyword(s):

Social Context ◽

Foreign Language ◽

Undergraduate Students ◽

Literary Texts ◽

Literary Language ◽

Teaching Literature ◽

Post Test ◽

Second Year ◽

Literary Awareness ◽

Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

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The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

English Language Teaching and Linguistics Studies ◽

10.22158/eltls.v2n3p64 ◽

2020 ◽

Vol 2 (3) ◽

pp. p64

Author(s):

Casimir Adjoe ◽

Rosemary Kimani

Keyword(s):

Learning Outcomes ◽

Undergraduate Students ◽

Random Sampling ◽

Writing Skills ◽

Learning Objectives ◽

Communication Studies ◽

Undergraduate Level ◽

English Writing ◽

Linguistic Ethnography ◽

Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

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