scholarly journals Major Writing Challenges Experienced by EFL Learners in Soran University

2019 ◽  
Vol 5 (3) ◽  
pp. 120
Author(s):  
Paryshan H. Ahmed
Keyword(s):  
Word Order ◽  
Communicative Competence ◽  
First Language ◽  
Writing Skills ◽  
Essay Writing ◽  
Efl Learners ◽  
English Writing ◽  
The Common ◽  
Descriptive Survey ◽  
Essential Problem

The current research aims to investigate the challenges that EFL learners face in essay writing skills and the common errors they make in their English writing. One of the major aspects of language development and academic achievement among students at all levels of the education system is the capacity to achieve communicative competence in writing skills. Though, one of the essential problem learner faces at university is, learning to master essay writing skills. A descriptive survey research design was adopted in this study. The sample of the study are 32 randomly chosen third year students of English Department at the Soran University. To achieve the aims of the research, a mixed methodology was selected, through which data was collected through the students' questionnaire, and a collection analysis of thirty-two randomly chosen essays. A research results obtained from students' questionnaires indicated that major difficulties that student' encounter are in grammar, organizing ideas, punctuations, and vocabulary. The challenges that students face in writing essay include: incorrect use of grammar, first language interference, limited vocabulary, punctuation marks, and word order. Based on these results, it is important for teachers to take into account students' writing challenges, and the explanation of more writing sessions are among the pedagogical implications.

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners’ English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners’ writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners’ interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way. 

scholarly journals The Role of Peer- and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills

2016 ◽  
Vol 8 (3) ◽  
pp. 85
Author(s):  
Manal Obaid Alshammari
Keyword(s):  
Treatment Group ◽  
Writing Skills ◽  
Control Group ◽  
Word Choice ◽  
Self Assessment ◽  
Efl Learners ◽  
English Writing ◽  
Post Test ◽  
Group A ◽  
Group B

<p>The current study focuses on the importance of integrating peer- and self-assessment in<br />teaching English as a second/foreign language in Saudi Arabia. It pays special attention to the<br />mechanisms by which Saudi EFL learners can improve their English writing skills if they<br />engage in peer- and self-assessment regularly. To this end, the researcher administered a<br />writing composition task to measure the participants’ ability to express themselves in good<br />English, focusing on the coherence, cohesion, word choice, spelling, punctuation, and layout<br />of their essays. The researcher utilised the experimental two-groups design of a pre-test and a<br />post-test, in order to evaluate the participants’ performance prior to the application of the<br />treatment (i.e. peer- and self-assessment) and after it. For the purpose of the study, the<br />participants were divided into two groups: students in group A (i.e. the treatment group)<br />engaged in peer- and self-assessment regularly throughout the term, whilst students in group<br />B (i.e. the control group) did not. The results of group A on the pre-test and post-test were<br />compared to those of group B to determine whether the treatment had any impact on their<br />performance. The results reveal that group A outperformed their group B counterparts on the<br />post-test. The statistical analysis demonstrates that the difference between the results of the<br />two groups was statistically significant, suggesting that the treatment contributed positively to<br />the performance of the treatment group. Finally, the study concludes with recommendations<br />for further research.</p>

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

scholarly journals Writing Errors Among Arab EFL Learners: A Review of Literature

2019 ◽  
Vol 11 (5) ◽  
pp. 319
Author(s):  
Aseel Altheneyan ◽  
Nora F. Boayrid
Keyword(s):  
Second Language ◽  
First Language ◽  
Negative Influence ◽  
Review Of Literature ◽  
Efl Learners ◽  
English Writing ◽  
Error Taxonomy ◽  
Multiple Levels ◽  
Writing Errors ◽  
Different Sources

The aim of this article is to provide an overview of common writing errors among Arab learners of English as a second language by analyzing the findings of 15 studies. The negative influence of the first language (L1) is called interference and was first introduced by Lado (1957). This article focused on studies that have examined the negative influence of Arabic on the English writing of Arab learners. It has excluded studies that dealt with common errors resulting from different sources such as, intra-lingual errors (i.e. resulting from L2). The findings of the reviewed studies were analyzed based on James’s (2013) error taxonomy. Accordingly, three types of errors were identified, namely, substance errors, textual errors, and discourse errors. The analysis suggested that Arabic has influenced learners’ English writings at multiple levels.

scholarly journals An analysis of students’ pronunciation errors of friction consonants in spoken production

2021 ◽  
Vol 1 (2) ◽  
pp. 81-86
Author(s):  
Rella Islami ◽  
Gede Eka Putrawan ◽  
Fajar Riyantika
Keyword(s):  
Performance Assessment ◽  
Communicative Competence ◽  
First Language ◽  
Second Grade ◽  
English Teacher ◽  
Central Tendency ◽  
Efl Learners ◽  
Essential Component

Pronunciation is an essential component of communicative competence, yet many EFL learners make pronunciation errors frequently. The English teacher in SMAS Global Madani Bandarlampung stated that students find it difficult to pronounce English words with certain consonants including friction consonants. The objectives of this research were to find out i) pronunciation errors of friction consonants that students made frequently and ii) the factors that influenced the errors. The approach of this research was qualitative. There were 20 students of the second grade chosen randomly. Performance assessment was used to collect the data. The data were analyzed by using the formula of Measures of Central Tendency. The data were also computed by using SPSS 26.0 for Windows. The result showed that the friction consonants that the students produced frequently were /v/ (31.5%) and /?/ (26%). In addition, the result of the students’ responses showed that the errors were caused by some factors. Those were exposure, first language (L1) background, lack of confidence, and attitude.

A QUANTITATIVE RESEARCH OF PARENTING STYLE TO PRESCHOOL CHILDREN

2020 ◽  
Vol 65 (12) ◽  
pp. 148-154
Author(s):  
Tham Tran Thi
Keyword(s):  
High School ◽  
Error Analysis ◽  
Parenting Style ◽  
Mixed Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
First Language ◽  
School Context ◽  
Efl Learners ◽  
English Writing

This study adopted a mixed method integrating corpus techniques and error analysis to investigate Vietnamese EFL learners’ use of conjunction in English writing. The participants were ten-graders of a Hanoi-based high school. The results showed that additive and causal conjunctions were the most frequently used types, and the students encountered challenges mostly in using adversative and causal conjunctions. Besides, omission and misformation are the most common types of errors in the learners’ use of conjunction. Both interference from first language and intra-lingual factors were found to be the sources of the learners’ errors. Finally, several implications for teaching and learning conjunctions in Vietnamese high school context were drawn.

Assessing English Composition Skills in Spanish-Speaking Populations

1985 ◽  
Vol 45 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Hunter M. Breland ◽  
Richard P. Duran
Keyword(s):  
Puerto Rican ◽  
Mexican American ◽  
Writing Skills ◽  
Multiple Choice ◽  
English Composition ◽  
Indirect Measure ◽  
Essay Writing ◽  
Writing Ability ◽  
English Writing ◽  
Linguistic Basis

The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.

scholarly journals The Process and Problems of EFL Learners in English Writing

2020 ◽  
Vol 7 (2) ◽  
pp. 405-418
Author(s):  
Muamaroh Muamaroh ◽  
Vira Cahya Mukti ◽  
Dwi Haryanti
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Data Gathering ◽  
Qualitative Approach ◽  
Efl Learners ◽  
English Writing ◽  
Content Organization ◽  
Writing Problems ◽  
Descriptive Qualitative

The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the process of English writing: planning, drafting, editing and final revision. The students’ English writing problems covered content, organization, vocabulary, language use and mechanic. The factors which inhibit them in writing English included not being confident in writing English, not mastering grammar and vocabulary, and lack of practice in writing. The aspects which encourage them to write English were due to the demands as international class students, watching English movie, reading English books or journals, listening English songs and having ambition to acquire scholarship overseas. 

scholarly journals Authentic Materials to Foster Writing Skills in College EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 112
Author(s):  
Mercedes Chamba ◽  
Martha Reinoso ◽  
Elena Rengifo
Keyword(s):  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Catholic University ◽  
Post Test ◽  
The Common ◽  
Experimental Group

Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers&rsquo; perceptions. The findings elicited positive results for students&rsquo; writing with the use of authentic materials skills and shed lights on participants&rsquo; opinions.

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