scholarly journals The Effects of the Frequency of Lexical Errors on the Quality of EFL Learners’ Writing Through Email Communication

2016 ◽  
Vol 2 (3) ◽  
pp. 67-93
Author(s):  
Ahmed Seifeddin ◽  
Hanan Ebedy
Keyword(s):  
Email Communication ◽  
Efl Learners ◽  
Lexical Errors

scholarly journals Lexical errors in elementary level EFL learners’ compositions

2010 ◽  
Vol 2 (2) ◽  
pp. 5299-5303
Author(s):  
Süheyla Ander ◽  
Özgür Yıldırım
Keyword(s):  
Elementary Level ◽  
Efl Learners ◽  
Lexical Errors

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

scholarly journals Exploring the Feedback Quality of an Automated Writing Evaluation System Pigai

2021 ◽  
Vol 16 (11) ◽  
pp. 322
Author(s):  
Jianmin Gao
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Final Exam ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Writing Practices ◽  
Feedback Quality ◽  
Lexical Errors ◽  
Daily Writing

The study made an exploration of the feedback quality of an Automated Writing Evaluation system (AWE) Pigai, which has been widely applied in English teaching and learning in China. The study not only focused on the diagnostic precision of the feedback but also investigated the students’ perceptions of the feedback use in their daily writing practices. Taking 104 university students’ final exam essays as the research materials, the paired sample t-test was conducted to compare the mean number of errors identified by Pigai and professional teachers. It was found that Pigai feedback could not so well diagnose the essays as the human feedback given by the experienced teachers, however, it was quite competent in identifying lexical errors. The analysis of students’ perceptions indicated that most students thought Pigai feedback was multi-functional, but it was inadequate in identifying the collocation errors and giving suggestions in syntactic use. The implications and limitations of the study were discussed at the end of the paper.

scholarly journals Iraqi Kurd EFL Learners’ Uses of Conjunctive Adverbials in Essays

2021 ◽  
Vol 12 (2) ◽  
pp. 222-237
Author(s):  
Awder Raza Aziz ◽  
Rebaz Bahadeen Mohammed Nuri
Keyword(s):  
Initial Position ◽  
Undergraduate Level ◽  
Efl Learners ◽  
Learner Corpus

The quality of any academic essay highly depends on cohesion and coherence since they affect the overall quality and the tone of the writing to a great extent. Conjunctive adverbials are among the types of devices which logically help linking sentences into paragraphs and paragraphs into essays. Conjunctive Adverbials ultimately affect the cohesion and coherence of any piece of writing. This paper investigates conjunctive adverbials in essays written by Iraqi Kurd EFL learners at the undergraduate level. It explicitly attempts to discover what specific conjunctive adverbials types are overused, underused, or misused and in what positions in sentences. A learner corpus of 50 complete essays was compiled for this study. The findings showed that the participants tended to use more sequential and additive conjunctive adverbials than adversative and causals. Additionally, the results demonstrated that the learners relied heavily on a limited number of conjunctive adverbials, mainly in the initial position. However, the conjunctive adverbial category affects its place in the sentence.

scholarly journals Lexical Errors Found in Subtitling Projects of EFL Learners of University of Lancang Kuning

2019 ◽  
Vol 10 (2) ◽  
pp. 155-166
Author(s):  
Destina Kasriyati ◽  
Siti Rafiah ◽  
Herdi Herdi ◽  
M. Fadhly Farhy Abbas
Keyword(s):  
Data Analysis ◽  
English Education ◽  
Education Department ◽  
Efl Learners ◽  
The World ◽  
The Common ◽  
Word Translation ◽  
Translation Machine ◽  
Lexical Errors ◽  
Tube Channel

The phenomenon of the study is some students wrongly order the word in a sentence as the result of word by word translation and they translate it using translation machine like Google translate so that it is still has an errors in sentence or word. By doing the project uploaded as subtitle in form of video and music in students’ You Tube channel, so around the world see it and become evaluation to the next translator become a good translator. The research aimed to find out the common lexical errors in subtitling projects at the eighth semester students of English Education Department. The research design was descriptive quantitative. Subject the research was 20 students. The instrument was documentation. From the data analysis by rater’s one, it was found that students made lexical error was 136 cases included in semantic confusion was 44 cases with percentages 32.35% was the common lexical error. From the rater’s two was 109 lexical errors still with semantic confusion was 40 cases with percentage 36.69%. It means that the students had enough English vocabulary but they do not know the usage of words in sentences when translate it. Also, it means that students need more practice in translation because of some errors still happen.

scholarly journals THE INFLUENCE OF READING HABIT ON STUDENTS’ WRITING SKILL

2020 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Endar Rachmawaty Linuwih
Keyword(s):  
Reading Habit ◽  
Efl Learners ◽  
Writing Test ◽  
Ex Post ◽  
Writing Skill ◽  
Ex Post Facto ◽  
Independent Variable ◽  
The Subject ◽  
Ex Post Facto Study

This research aims to investigate the reading habit quality of EFL learners at Widya Kartika University, Surabaya and to find out the influence of reading habit towards students’ writing skill. This is a quantitative ex-post facto study since it examines how the independent variable (reading habit) that has existed affects the dependent variable (writing skill) and the result is in the form of numbers. Sixty two students of Widya Kartika University were selected as the subject of this study. The instruments used in this study were (1) a reading habit questionnaire, to measure the quality of students’ reading habit and (2) a writing test, to examine the students’ writing skill and how it is influenced by reading habit. The results showed that the students’ reading habit quality was fair. Meanwhile, the analysis of Simple Linear Regression concluded that reading habit influences students’ writing skill.  Moreover, one of the writing components that was mostly influenced by the reading habit was the content.

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