scholarly journals Difficulties in using correct English prepositions among EFL students

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Ibrahim Abdalla

The objectives of this study are to find out the reasons of this problem and find some solutions. The participants were ten students at levels seven and eight, at the Faculty of Sciences and Arts. The researcher used the Descriptive Statistical Method and collected the data via a written test as the main research tool. The data were then analyzed using a Statistical Package of Social Sciences Programme (SPSS). The results were as follows: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication. The recommendations of this study are that students need to revise the use of English prepositions in general and need more practice in the use of prepositions after certain verbs. They also need to make a greater effort to use English prepositional phrases in their written work. Regarding writing courses, students need to focus more on the use of prepositions in general. Curriculum designers need more attention about teaching prepositions in their textbooks and curriculums. HIGHLIGHTS: Saudi students faced problems with using the correct prepositions after certain verbs. Students encountered difficulties in identifying the correct prepositional phrase. Students experienced the same problem with the use of English prepositions in writing tasks and in daily communication. 

Author(s):  
Ibrahim Abdalla Ahmed Abker

This study attempts to investigate into the problems of correct words stress placement in English. Words that can be both nouns and verbs in a group of Saudi university students, in Almandag, at Albaha University. The researcher used the Descriptive Statistical Method and two tools to analyse the data, which were collected by two means: recorded and written tests. The data were then analysed by using ‘Praat soft wave’ to measure the acoustic properties of English words for the recorded test and SPSS for the written test. The study arrived at the following results: Students ignored the rules of words stress placement. they did not have sufficient practice in stress placement; and the curriculum in previous educational stages had not provided them with information on correct stress placement. The recommendations of this study are that students need to study the rules of words’ stress to distinguish between verbs and nouns. They need to know that the stress of verbs and nouns is different, so must be pronounced differently. Finally, students need more practice in correct words stress placement in daily conversations and in the classroom.


2020 ◽  
Author(s):  
Ibrahim Abdalla Ahmed Abker

This study attempts to investigate difficulties in pronouncing English morphemes among Saudi EFL students at Albaha University, in Saudi Arabia. The researcher tries to answer different questions in this study. Do students pronounce English morphemes correctly? Do they pronounce correct morpheme adds to verb present? Do students pronounce the right morpheme adds to verb past? The significance of this study the researcher tries to let students correct their mistakes on the pronunciation of English morphemes. Also, to let students practise more pronunciation about English morphemes nouns and verbs. The main aim of this study is to fill the gap of pronunciation problems in pronouncing English morphemes. The participants were twenty-five students reach level five. The researcher used Descriptive Statistical Method and the data were collected by one mean of data collection oral recorded tests. The data were analysed by (SPSS) program. The study arrived at the following results: Saudi students faced problems in showing the correct pronunciation of English morphemes for both nouns and verbs. Students face difficulties to distinguish between which morpheme is correct.They ignored the rules of using English morphemes in general and there is a lack of practising them.The recommendations of this study are (1) Students need to revise the rules of English morphemes of nouns and verbs. (2) They need more concentration about using morphemes of both nouns and verbs. (3) Students need more practice about the pronunciation of English morphemes of plural nouns and verbs (present and past tense) in conversations and classrooms.


Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 89-97
Author(s):  
Moh Kamilus Zaman

Integration has the meaning of merging or assimilating into one unified whole. In Indonesia, the concept of scientific integration has implications for the management of educational institutions. The release of SKB of three Ministers (Department of Education and Culture, Ministry of Home Affairs, and Ministry of Religion Affairs) which sets out the provision of curriculum in madrasah (Islamic school) which balancing between general curriculum and religious curriculum (70%: 30%) is a manifestation of this integration. SMA Nurul Jadid Probolinggo and MAN 3 Malang are able to apply an integrated learning. This is because those schools have facilitated dormitories for students with a series of Islamic-based activities outside learningtimes in kaffah. UIN Malang as the pioneer of establishment of ma’had or student’s dormitorieswhich used culture of education adapted from the culture of the university.UIN Malang and UIN Jakarta prefer to use approach of Imam Al-Ghazali which classify the sciences into fardlu ‘ain and fardlu kifayah by takwil method taken from social sciences. But UIN Jakarta used a paradigm of integration of dialogical science.


2019 ◽  
Author(s):  
Mohammed A. Abuzaifah

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.


Author(s):  
ANDRII MELNIKOV ◽  
KATERYNA ALEKSENTSEVA-TIMCHENKO

The paper presents a historical and theoretical interpretation of the ethnographic paradigm in the social sciences, its specificity, general principles of application and main research directions. The sources of analytical ethnography, its founders and the period of formation as an independent approach in the structure of interpretive metaparadigm are briefly considered. An ethnographic perspective is defined as a systematic, integral understanding of social processes and the organization of the collective life in the context of everyday practices. The intellectual heritage of the analytical ethnography’s founder John Lofland is presented by characterizing the basic research principles that constitute the essence of his theoretical and methodological strategy: generic propositions; unfettered inquiry; deep familiarity; emergent analysis; true content; new content; developed treatment. An attempt is made to trace the further connections of Lofland's analytical approach with other areas of the ethnographic paradigm.


2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Awatif Abu Al-Sha'r

This study assesses the effect of using hypermedia web browsers including hypertext links on EFL university students' achievement in writing academic essays in English compared to using other two writing approaches ( The product writing approach and the process writing approach). The participants of the study (108 undergraduates enrolled in Writing II Course at Al-al-Bayt University) were assigned to 3 groups: group A (36) used the product writing approach; group B (35) used the process writing approach; whereas group C (37), which was assigned as the experimental group used the hypermedia web browsers approach. Every participant in the three groups produced four essays on topics chosen from current oriented events under the required conditions of each approach. Twelve weeks later, the participants were asked to write the same three essays after implementing the experiment. Two English language instructors from the English Language Department were asked to follow the procedures and instructions of teaching this writing course. One has taught groups A and B in the classrooms using the product writing and the process writing approaches while the other taught the experimental group (group C) via using hypermedia web browsers approach in the computer lab. Means, standard deviations and ANCOVA were used for statistical analysis. Three categories of assessing the writing essays (organization, content, style and mechanics) were considered in correcting the participants' written essays. The experiment lasted for three months during the first semester of 2015/2016. The findings indicated that there were statistically significant differences in the mean scores of the post-written essays of group C due to browsing the web for relevant information on current events. Recommendations were included for pedagogical purposes in the writing courses in English for EFL students at the university level.


2018 ◽  
Vol 8 (2) ◽  
pp. 144
Author(s):  
Hameda Suwaed

The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.


2017 ◽  
Vol 10 (10) ◽  
pp. 1
Author(s):  
Dukhayel M. Aldukhayel

The main aim of this research study is to investigate the clarity and familiarity of three scoring rubrics used in a Saudi university’s preparatory year program (PYP) for assessing students’ writing achievement in midterm and final exams. This exploration is important in providing some evidence for the quality of scoring rubrics. To achieve that purpose, a 13-item online questionnaire was used to collect Saudi EFL PYP students’ perspectives toward two quality criteria concerning rubrics; 1) clarity of the information included in the PYP rubrics, and (2) familiarity of the rubrics to students. The subjects were 281 Arabic-speaking male and female EFL Saudi students enrolled in three different academic levels in a Saudi university’s PYP. The results suggest that the quality of the PYP rubrics is insufficient and the criteria set for providing evidence for the rubric qualities were not met. The results show that students tend to have a mild agreement on the clarity of the PYP rubrics, whereas they show a clear disagreement on their familiarity with the rubrics and with why and how the rubrics are used. The study implicates that administrators and teachers need to carefully consider the clarity and familiarity of rubrics in order to justify the decisions made about students’ writing abilities. Rubrics that are unclear or unfamiliar can make students feel confused and frustrated, as they cannot get a clear sense of their writing scores, as well as their strengths and weaknesses.


2006 ◽  
Vol 32 (3) ◽  
pp. 341-378 ◽  
Author(s):  
Paola Merlo ◽  
Eva Esteve Ferrer

In this article we refine the formulation of the problem of prepositional phrase (PP) attachment as a four-way disambiguation problem. We argue that, in interpreting PPs, both knowledge about the site of the attachment (the traditional noun-verb attachment distinction) and the nature of the attachment (the distinction of arguments from adjuncts) are needed. We introduce a method to learn arguments and adjuncts based on a definition of arguments as a vector of features. In a series of supervised classification experiments, first we explore the features that enable us to learn the distinction between arguments and adjuncts. We find that both linguistic diagnostics of argumenthood and lexical semantic classes are useful. Second, we investigate the best method to reach the four-way classification of potentially ambiguous prepositional phrases. We find that whereas it is overall better to solve the problem as a single four-way classification task, verb arguments are sometimes more precisely identified if the classification is done as a two-step process, first choosing the attachment site and then labeling it as argument or adjunct.


2013 ◽  
Vol 333-335 ◽  
pp. 2239-2242
Author(s):  
Bing Wu ◽  
Chen Yan Zhang

We review on the literatures gleaned from science citation index expanded (SCI-EXPANED) and Social Sciences Citation Index (SSCI) database on web of science, concerning evaluation research in E-Learning system. The result indicates that the number of citation literature on this topic mainly distributes in recently 7 years, reaching climax of 30 in 2012 and then followed by 2011. The main research territory is Taiwan. And from the analysis of research area, computer science accounts for 83.3333%. Accordingly the percentage of source title as computers education is 41.667%. The related research can be classified into evaluation part of the system and evaluation the whole E-Learning system.


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