STABILIZED ERRORS: ATTRIBUTED PROBLEM IN TIMED AND NON-TIMED ARGUMENTATIVE WRITING

This study is a case study seeking the relation between the errors students made in timed and non-timed argumentative writing. The use of good English language influences whether or not the students can develop their claim. The finding shows that students have fifteen types of stabilized errors, the dominant of which are verb tense, word choice and spelling. On language form, the stabilized errors mostly occur are omission and addition. Some students also show stabilized errors with reference to the negative transfer of their first language. In addition, the type of writing task results in different number of stabilized errors. Despite the favor on non-timed writing, some students show more careful language use without using the computer’s spelling and grammar check. However, the type of writing task does not affect the number of errors as there is no significant difference between the two writing tasks. It supports the fact that post systematic errors are caused by several factors such as language transfer, intralingual interference and sociolinguistic situation. Accordingly, process approach writing is needed in which learners are given chance to make progress and, as suggested by Krashen’s theory, to become optimal Monitor users.

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An Analysis of EFL Test Takers’ Problems in IELTS Writing Task

Tamaddun ◽

10.33096/tamaddun.v19i2.81 ◽

2020 ◽

Vol 19 (2) ◽

pp. 132-140

Author(s):

Nina Ariani ◽

Muhammad Arham

Keyword(s):

English Language ◽

Language Use ◽

Total Error ◽

Testing System ◽

Word Choice ◽

Proficiency Tests ◽

Archival Documents ◽

Cause Of Error ◽

International English ◽

Writing Task

IELTS (International English Language Testing System) is one of the English proficiency tests which consists of 4 skills that should be tested including Writing which has two types “writing task 1 and task 2. However, there are many problems that testees face in doing writing such as problem in language use, word choice, punctuation and so on that make them could not pass the test. in this case, the researcher focueses on writing task 1 to know the problems that testees faced. The present study aims at (i) finding out the problems are faced by the testees,(ii) to find out the most frequent problems; and cause of error in language use made by the participants in ELC-IDP Makassar. This study employs a descriptive qualitative approach, and the total number of the samples were 17. The instrument used for this study was archival documents (testees’ writing). In this case the authors clasify the problems of the testee’s writting into four categories: problem in word choice, punctuation, spelling and language use, then language use is identified and clasified into grammatical area: error of verb, noun, pronoun, adjective, adverb, article, preposition, and conjuntion, after that the error analized using procedure of error analysis. The finding indicates that:a total of whole problems are 88 numbers which made by the testees (i) the percentage of problems in word choice is 5 % (4), punctuation 10% (9), spelling 7% (6); (ii) the most frequent problem is error in language use about 78% (69) which the most frequent error is verb area (73%) 50 errors from 69 of total error and; (iii) the causes or error are interference of the learner’s mother tounge, overgeneralization, and false concept hypothesis.

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Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

ASIAN TEFL Journal of Language Teaching and Applied Linguistics ◽

10.21462/asiantefl.v3i2.59 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Najah Ahmad Khamis ◽

Rohaiza Jupri

Keyword(s):

English Language ◽

First Language ◽

Final Word ◽

Sound System ◽

Postgraduate Students ◽

Efl Learners ◽

Case Study Design ◽

The Difference ◽

Quantitative Case Study

Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/ occurred in the pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.

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Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

10.32469/10355/45865 ◽

2014 ◽

Author(s):

◽

Yang Wang

Keyword(s):

Second Language ◽

Reading Strategies ◽

English Language ◽

Native Language ◽

First Language ◽

Case Analysis ◽

Reading Process ◽

Instructional Tool ◽

Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

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Case Study: CUP between L1 and L2

Review of Educational Theory ◽

10.30564/ret.v2i4.1016 ◽

2019 ◽

Vol 2 (4) ◽

pp. 32

Author(s):

Sihong Wang

Keyword(s):

Language Learning ◽

English Language ◽

First Language ◽

Theoretical Concept ◽

Related Factor ◽

Positive Role ◽

Study Process ◽

L1 And L2 ◽

Study Student

This case study project explores the English language learning process of a student named Abby*(name changed for confdentiality), an adult beginning learner studied at Abram Friedman Occupational Center (AFOC). The paper focuses on analyzing under the theoretical concept of Common Underlying Profciency model (CUP), especially the language transfer with the data collected from ten weeks of observation, interview with the case study student and her teacher, the chat with her classmates, and the samples of the student’s work. Data is acquired from the community, school, and classroom, to include all related factor that may inﬂuence and reﬂect the relationship between the student’s first language (L1) - Spanish and her second language (L2) - English. The paper intends to analyze the L1 of the case study student plays a positive role during the process of learning English via three sub-claims. Finally, the paper provides recommendations to support the student to use her L1 to promote English learning comprehensively and end with reﬂections on the case study process.

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Reflecting Translanguaging in Classroom Practices: A Case Study

Journal of English Language and Culture ◽

10.30813/jelc.v7i1.1019 ◽

2018 ◽

Vol 7 (1) ◽

Author(s):

Magdalena Kartikasari Tandy Rerung

Keyword(s):

Language Learning ◽

Language Production ◽

English Language ◽

Classroom Practices ◽

First Language ◽

Language And Culture ◽

Speaking Skill ◽

Listening And Speaking ◽

Bahasa Indonesia

Strategies comes from Greek word “strategia” which means the art of planning and directing. Regarding to language learning, a strategy is used to achieve their goal depends on the skill they obtain. Specifically speaking skill is one of the productive skills that can be a challenging thing for university students who majored in English. Besides vocabulary, other element that support their language production is motivation. Avoiding in using Bahasa Indonesia can make them unmotivated sometimes. If this is the case, therefore the students might be passive learners in the classroom. Translanguaging is a strategy in language learning that can motivate students keep learning the language by combining their first language with the foreign one. The following case study is intended to observe how do students use translanguaging. The study was a class observation involving four students majored in English Language and Culture Program at Bunda Mulia University. They were in fourth semester and enrolling in the Listening and Speaking Class. Apparently the result shows that students who use their first language in the speaking task help them in delivering information and telling stories. Keywords: translanguaging strategies, speaking skill, language learning

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A Comparative Analysis of Writing Strategies and Performance in a Saudi University

Studies in Self-Access Learning Journal ◽

10.37237/090403 ◽

2018 ◽

pp. 425-443

Author(s):

Miriam Alkubaidi

Keyword(s):

English Language ◽

First Language ◽

Writing Strategies ◽

Writing Proficiency ◽

Writing Performance ◽

Frequent Use ◽

Significant Difference ◽

Efl Students ◽

And Performance ◽

The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

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Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes

LET Linguistics Literature and English Teaching Journal ◽

10.18592/let.v10i1.3588 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1

Author(s):

Rina Wahyu Setyaningrum ◽

Kharisma Naidi Warnanda Sabgini ◽

Slamet Setiawan

Keyword(s):

Interpersonal Communication ◽

Primary Schools ◽

English Language ◽

First Language ◽

Language Of Instruction ◽

Young Learners ◽

Long Run ◽

The Impact ◽

Pre Service Teacher

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

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TEACHER'S BILINGUAL LANGUAGE USE IN AN EFL CLASSROOM: STUDENTS’ PERCEPTION

ENGLISH JOURNAL ◽

10.32832/english.v14i1.3789 ◽

2020 ◽

Vol 14 (1) ◽

pp. 51

Author(s):

Navruz Azimov

Keyword(s):

High School ◽

Data Collection ◽

Study Design ◽

Junior High School ◽

Language Use ◽

First Language ◽

Classroom Setting ◽

Case Study Design ◽

Language Classroom

Using first language in a second language classroom can be beneficial. This study aims at investigating students’ perception about the use of L1 in an EFL classroom setting. The study is framed under case study design in which interview was used as the data collection way. The participants of the study are 10 students from private junior high school in Tajikistan. The results show that the perception of the students is positive. The study suggests that teachers can try different ways of bilingual use in their classrooms based on the purposes the teachers want to achieve.

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Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

Global Expert: Jurnal Bahasa dan Sastra ◽

10.36982/jge.v8i2.963 ◽

2020 ◽

Vol 8 (2) ◽

Author(s):

Desi Surayatika

Keyword(s):

Language Learning ◽

English Language ◽

Language Use ◽

First Language ◽

Language Instruction ◽

Target Language ◽

English Language Learning ◽

Classroom Language ◽

Students First ◽

English Classroom

ABSTRACTStudents’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( L1 ) is combined with the target language ( L2 ) being studied to be a language instruction used by the teacher to conduct an English classroom. The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( EFL ).Keyword : Bilingual, Students’ Perception, language use, EFL classroomABSTRAKPersepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( L1 ) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( EFL ).Kata kunci : Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL

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An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

International Journal of English Linguistics ◽

10.5539/ijel.v9n1p389 ◽

2018 ◽

Vol 9 (1) ◽

pp. 389

Author(s):

Aisha M. Alhussain

Keyword(s):

Elementary Education ◽

Language Proficiency ◽

English Language ◽

First Language ◽

Rote Learning ◽

Teaching English ◽

Self Confidence ◽

Self Reliance ◽

The Uk

There is a growing demand today to fill the gap in the literature with studies that focus on teaching English to adult refugees who are illiterate or have had interrupted education and no English proficiency. This group has been ignored because ESOL courses are not designed to serve their needs, namely, to be self-reliant and socially integrated. This paper shares my personal experience with six Syrian adult refugees, 2 females and 4 males ranging in age from 26 to 52, with either interrupted elementary education or illiteracy. They had no English language proficiency and could neither speak nor understand English at all. Their first language was Arabic. The rote learning approach was used as an empowerment tool to teach self-reliance in speaking and listening when dealing with these participants’ priority themes. The approach is based on memorization using both repetition and recall. Their remarks of progress towards self-reliance varied due to age and motivational factors. Four participants moved from A0 level to A1+, while the other two reached A2 level. Gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence. Results of the study might be useful to teachers who are involved in teaching English to refugees as volunteers and to refugees’ organizations to shift from relying totally on interpretation to rote learning when specifically dealing with this group of refugees.

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