scholarly journals Investigation into Common Errors in English Writing among Non-Academic Staff at a Malaysian Public University

2022 ◽  
Author(s):  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Suhaimi Engku Atek ◽  
Zailani Jusoh
Keyword(s):  
English Language ◽  
Academic Staff ◽  
Public University ◽  
University Management ◽  
Word Use ◽  
English Writing ◽  
The Government ◽  
The University ◽  
Writing Competence ◽  
Writing Errors

The Malaysian government has long recognized the significance of mastering the English language among its citizenry. The government has planned, and subsequently, implemented many policies to ensure Malaysians master the English language. Although civil servants have a strong desire to master the English language to perform their duties more efficiently, poor English communication skills have become a major concern in this regard. Therefore, this research aims to investigate common errors in writing the English language among non-academic staff at Universiti Sultan Zainal Abidin (UniSZA), a public university in Malaysia. The study employed an Error Analysis approach by conducting document analysis where every respondent was required to write a paragraph in the English language in about 150-200 words on the topic“My greatest challenge as a UniSZA officer”. The findings revealed that a sizeable number of non-academic staff committed different types of errors in writing the English language, including errors related to subject-verb agreement, passive voice, plurality, choice of word, omission of word, use of article, tense sequence, word ordering, gerund, addition of word/redundancy, and comparison of adjective. It was observed that lack of linguistic skills, lack of exposure, and inadequate practices in written English were the main factors contributing to the English writing errors among the non-academic staff. These findings could help the university management to develop appropriate programs that can assist the non-academic staff to develop English writing competence. However, this study is limited to English writing errors. Further research may focus on other language skills such as speaking and listening.

scholarly journals Investigation into Common Errors in English Writing among Non-Academic Staff at a Malaysian Public University

2021 ◽  
Vol 12 (4) ◽  
pp. 446-461
Author(s):  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Suhaimi Engku Atek ◽  
Zailani Jusoh
Keyword(s):  
English Language ◽  
Academic Staff ◽  
Public University ◽  
University Management ◽  
Word Use ◽  
English Writing ◽  
The Government ◽  
The University ◽  
Writing Competence ◽  
Writing Errors

The Malaysian government has long recognized the significance of mastering the English language among its citizenry. The government has planned, and subsequently, implemented many policies to ensure Malaysians master the English language. Although civil servants have a strong desire to master the English language to perform their duties more efficiently, poor English communication skills have become a major concern in this regard. Therefore, this research aims to investigate common errors in writing the English language among non-academic staff at Universiti Sultan Zainal Abidin (UniSZA), a public university in Malaysia. The study employed an Error Analysis approach by conducting document analysis where every respondent was required to write a paragraph in the English language in about 150-200 words on the topic“My greatest challenge as a UniSZA officer”. The findings revealed that a sizeable number of non-academic staff committed different types of errors in writing the English language, including errors related to subject-verb agreement, passive voice, plurality, choice of word, omission of word, use of article, tense sequence, word ordering, gerund, addition of word/redundancy, and comparison of adjective. It was observed that lack of linguistic skills, lack of exposure, and inadequate practices in written English were the main factors contributing to the English writing errors among the non-academic staff. These findings could help the university management to develop appropriate programs that can assist the non-academic staff to develop English writing competence. However, this study is limited to English writing errors. Further research may focus on other language skills such as speaking and listening.

درجـة توظيـف استراتيجيـات التعلـم الذكـي في مدراس التعليم العام الحكومية

2018 ◽  
Vol 5 (1) ◽  
pp. 41-78
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Academic Staff ◽  
Gaza Strip ◽  
Arabic Language ◽  
Educational Strategies ◽  
Smart Learning ◽  
Language Technology ◽  
The Government ◽  
The Gaza Strip

يهدف هذا البحث إلى التعرف على مستوى درجة توظيف استراتيجيات التعلم الذكي في مدراس التعليم العام الحكومية من وجهة نظر المعلمين، وكذلك الكشف عن الفروق في درجة توظيفها؛ تبعاً لمتغير تخصص المعلم: (رياضيات، علوم، لغة عربية، إنجليزي، تكنولوجيا، اجتماعيات)، بالإضافة إلى جنس المعلم: (ذكر، أنثى). واتبع الباحثان المنهج الوصفي التحليلي لمناسبته لمتغيرات البحث، وقد تكونت عينة البحث من (152) معلماً ومعلمة من العاملين في وزارة التربية والتعليم العالي الفلسطينية (قطاع غزة)، حيث طبقت عليهم أداة البحث وهي (استبانة)، والتي اشتملت على الاستراتيجيات التعليمية الإلكترونية المستخدمة في التعلم الذكي وعددها (23) استراتيجية، وتوصلت نتائج البحث إلى أن مستوى درجة توظيف استراتيجيات التعلم الذكي في مدراس التعليم العام الحكومية من وجهة نظر المعلمين كانت نسبتها (%52.162) وهي نسبة ضعيفة. بالإضافة إلى أنه لا يوجد فروق دالة إحصائية في مستوى توظيف استراتيجيات التعلم الذكي في مدراس التعليم العام الحكومية تعزى لمتغير جنس المعلم وتخصصه. The research aims at recognizing the degree of employing smart learning strategies at the governmental schools , according to the views of the academic staff. It also aims at revealing the differences of employing them pursuant to the variable of the teacher specialization ( Math, Science, Arabic Language, English Language, Technology, Social Studies), in addition to the gender of the teacher (Male/Female).Both of the researcher followed the descriptive analytical approach for its conformity with the research variables. The sample of the research consisted of (152) teacher employed by the Palestinian ministry of higher education in the Gaza Strip, A questionnaire was applied on them including electronic educational strategies used in the smart learning that amount to (23) strategy. The research finds that the degree of employing smart learning strategies in the government-run schools , amounts to (52.162%) which is a low rate. Besides, there are no statistical significant differences in employing the strategies of the smart learning at the government-run schools attribute to the gender of the teacher and his/her specialization.

scholarly journals Accounting for the faculty differentials in the production of PhD graduates in a South African university

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
M. Tanga ◽  
F. Megbowon ◽  
V. Nkonki ◽  
T. Rulashe
Keyword(s):  
Academic Staff ◽  
Monitoring And Evaluation ◽  
Staff Members ◽  
Junior Staff ◽  
Positive Discrimination ◽  
Important Means ◽  
The Government ◽  
Set Up ◽  
Recruitment And Selection ◽  
The University

The ability of an institution to graduate students, also known as the throughput rate, is one of the most important means of an institution receiving a grant/ subsidy from the government. This article sought to interrogate the differentials in throughput rates of PhD graduates per faculty in a selected institution over a period of five years. Framed within the interpretive paradigm, a qualitative approach and a case study design were adopted. A non-probability purposive sample of 30 participants was selected the academic staff within the six faculties that make up the university under investigation. Data was collected through in-depth interviews and document analysis. Interview transcripts were analysed thematically and using the constant comparison technique. The major findings pointed to differentials in PhD production across faculties as emanating from variations in supervision approaches as reflected in the recruitment and selection of candidates, students’ composition, allocation of supervision load, preparation and orientation of candidates, mentoring of both students and junior staff members, as well as monitoring and evaluation of students’ progress. The findings also revealed challenges like lack of financial support for students, poor structural set-up of some faculties as well as “positive” discrimination in some faculties. These factors constrained the throughput rates in different faculties differently, resulting to a difference in PhD graduate production. It is concluded that there are some quality concerns resulting from the poor processes and procedures as well as the number of graduates from some staff members. It is recommended that the university harmonise its diverse PhD processes and procedures, and enlarge some faculties by creating distinct departments to provide requisite support and interventions to narrow the differentials and improve quality.

scholarly journals Exploring Writing Errors Problems from EFL Lecturers’ Perspectives at University Level

2021 ◽  
Vol 4 (2) ◽  
pp. 106-110
Author(s):  
Abdurrahman M. Alfahadi
Keyword(s):  
English Language ◽  
Contextual Effects ◽  
Intervention Strategies ◽  
Pedagogical Practices ◽  
Remedial Action ◽  
Spelling Errors ◽  
Efl Students ◽  
University Level ◽  
The University ◽  
Writing Errors

The purpose of this study was to identify the probable reasons for these spelling errors form EFL lecturer’s perspective and to tackle spelling problems. was hoped the results would suggest remedial action the lecturers and the students might take to address the problem of spelling. The findings revealed the main reasons for the spelling errors made by Saudi university students which includes the interference of Arabic when learning English, the nature of the English language itself, for instance, its irregularity and limited rules, and other contextual effects like the inadequacy of the university English language syllabus and classroom instructions in terms of teaching spelling rules. The participants in this study suggested various possible strategies to address the problem of spelling; for instance, academic intervention strategies such as ways to engage the learners and pedagogical practices that could help EFL students learn English better.

scholarly journals Recomendaciones derivadas de la acreditación de programas educativos: Análisis en una universidad pública estatal de México

2020 ◽  
Vol 28 ◽  
pp. 131
Author(s):  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Academic Staff ◽  
Evaluation Model ◽  
Educational Programs ◽  
Public University ◽  
International Standards ◽  
Academic Productivity ◽  
Documentary Analysis ◽  
The University

The article addresses the problem of accreditation of educational programs in Mexico. The importance of this type of evaluation is generated based on the policies in which higher education in Latin America is circumscribed. The objective of the research was to carry out a documentary analysis of 21 accreditation documents of seven programs of a public university over three periods, in order to classify the recommendations made by the accrediting instances; The resulting units or categories were as follows: Academic Staff, Students, Curriculum, Collaboration, Research and Program Management. The results show a lack of conceptual delimitation and compliance with international standards in the 21 documents, as well as information that suggests the university should increase the competitiveness of its programs, consolidate collegial work, strength trajectories, and meet the needs of the environment. The authors conclude that there is a need to make explicit the evaluation model that supports the accreditations. In addition, they  describe how the accreditation promotes academic productivity and the establishment of basic conditions for the organization and operation of educational programs.

scholarly journals Emailing in English Writing: a Case Study Towards Students in Two Classes at SMA Negeri 1 Sinjai

2018 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Meta Mutiamiftah ◽  
Haryanto Atmowardoyo ◽  
Baso Jabu
Keyword(s):  
English Language ◽  
Student Writing ◽  
English Writing ◽  
Simple Protocol ◽  
Open Coding ◽  
Second Year ◽  
Axial Coding ◽  
Writing Competence ◽  
Theory Technique

This article explores the reasons of the  students for emailing activities and how emailing activities influence the student’ writing competence. It also discusses emailing support the students  writing competence at SMA Neg 1 Sinjai. This article applied a qualitative method, covering the collection, analysis, and interpretation of comprehensive narrative and visual data in order to gain insights into a particular phenomenon of interest. The participants of this article were the second year students of SMA Negeri 1 Sinjai, consisting of 10 students chosen from two classes using purposive sampling. The data of this research were collected through observation with simple protocol. The data were analyzed using the grounded theory technique, including three types or stages of data analysis:l open coding, axial coding, and selective coding.The result of this research reveals the student’s reasons for  emailing activities, that is because it  is interesting to do, comfortable, fast, and usable to send many file. Then, raising the habit of using English language when writing in email, improves their writing competence. And the  English teacher claims that email as a learning tool is beneficial  in  increasing  the students gradesin English language subject.

scholarly journals The English-speaking environment of a non-linguistic university: features, prospects and risks in the context of digital transformations

2021 ◽  
Author(s):  
Р.М. Игнатьева
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Process ◽  
University Management ◽  
State Budget ◽  
Language Competence ◽  
Teachers And Students ◽  
English Speaking ◽  
Language Environment ◽  
The University

В статье раскрыты стратегические цели и задачи проекта «Формирование англоязычной среды» в одном из региональных неязыковых вузов в ГБОУ ВО «Альметьевский государственный нефтяной институт». Автором представлены результаты констатирующего этапа эксперимента по формированию иноязычной компетенции субъектов образовательного процесса, позволяющие выявить как проблемы преподавателей, так и студентов. В связи с этим, в рамках реализации данного проекта автором разработан комплекс мероприятий по повышению уровней сформированности иноязычной компетенции отдельно для преподавателей и студентов; представлены педагогические механизмы поступательного формирования англоязычной среды для руководства вуза; выявлены особенности и конкурентные преимущества вуза в формировании англоязычной среды; спрогнозированы некоторые организационные ограничения и риски при реализации данного проекта. The article describes the strategic goals and objectives of the project "Formation of the English-speaking environment" in one of the regional non-linguistic universities in the State Budget Institution of Higher Education "Almetyevsk State Oil Institute". The author presents the experimental results of the establishing stage on forming foreign language competence of the subjects of the educational process, allowing to reveal both teachers' and students' problems. In this regard the author developed a set of measures to increase the levels of foreign language competence formation separately for teachers and students; presented pedagogical mechanisms of progressive formation of English-language environment for university management; identified features and competitive advantages of the university in formation of English-language environment; predicted some organizational constraints and risks in realization of the project.

scholarly journals Structured Supervision Propelling Job Performance in Universities: Achieving Goals without Chains

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110503
Author(s):  
Innocent A. Nwosu ◽  
Ben Ohuruogu ◽  
Joseph O. A. Ekpechu ◽  
Ethelbert Okoronkwo ◽  
Christiana O. Chukwu ◽  
...  
Keyword(s):  
Job Performance ◽  
Academic Staff ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Public University ◽  
Descriptive Statistics ◽  
Work Attitude ◽  
The University ◽  
Effective Supervision ◽  
Regular Training

The study is aimed at determining how structured supervision of influences work attitude and promotes job performance in universities. This is because the success of any academic institution depends on effective supervision of staff. To achieve the objectives, the study adopted survey research design using interviews and questionnaire. Respondents (107) were selected from different units/departments of a public university in Nigeria through stratified sampling technique. Data were analyzed using descriptive statistics. The study revealed that Junior Non-Academic Staff of the university were poorly supervised, leading to poor job performance. The cause of this is non-application of structured supervision. The study believes in structured supervision, which involves elimination of harsh supervision, enthronement of cordial relationship between workers and their supervisors, regular training of supervisors, promotion of exemplary supervision, and provision of institutional policy on supervision. Therefore, there is a strong relationship between structured supervision and high job performance. As a result, it is important that supervisors are regularly trained to imbibe spirit of structured supervision which will help them to lead their subordinates to achieve high job performance.

scholarly journals English Writing Errors Committed by Saudi Students: A Study of Two Female University Groups

2020 ◽  
Vol 10 (3) ◽  
pp. 124
Author(s):  
Islam Ababneh
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Social Life ◽  
Writing Skills ◽  
Educational Material ◽  
Ministry Of Education ◽  
English Writing ◽  
Saudi Students ◽  
The University ◽  
Writing Errors

The main aim of this study is to highlight the writing errors made by Saudi students majoring in English. The study selected a sample of two groups of female Saudi students residing in two Saudi regions: Tabuk and Hafr Al Batin. The students were requested to write approximately three to four paragraphs about one of three topics related to Saudi Arabia: social media and its effects on Saudi social life, marriage customs in Saudi Arabia, or the economy of Saudi Arabia. In analyzing the collected writing data, the students’ writing errors were identified and classified into four categories: grammar type, syntax type, mechanics type, and lexical type errors. Then, the frequency and error percentages of each subcategory were calculated for both groups. The findings show that both groups produced most errors in the subcategory of spelling followed by tenses subcategory even though the students from the University of Hafr Al Batin made overall higher percentages of errors than the errors’ percentages made by the students from the University of Tabuk. Further investigation reveals that all students in both regions hardly practice English writing and that Arabic interference contributes to the students’ English writing errors. The findings also imply that the curricula specialists at the Saudi ministry of education might consider including more educational material to improve the English writing skills of Saudi university students.

scholarly journals Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

2021 ◽  
Vol 23 (2) ◽  
pp. 182-195
Author(s):  
Julia Zoraida Posada Ortiz ◽  
Harold Castañeda Peña
Keyword(s):  
Data Collection ◽  
English Language ◽  
Teacher Education Program ◽  
Public University ◽  
Indigenous Research ◽  
Language Teacher Education ◽  
Doctoral Research ◽  
Joint Construction ◽  
Data Collection Process ◽  
The University

This article comprises part of a broader doctoral research project that seeks to explore the senses of community of four English language pre-service teachers (ELPTs) of a public university in Bogotá, Colombia. This study used a relational methodology that introduces an interepistemic dialogue between mainstream research and the Indigenous Research Paradigm. The data collection process was carried out through five sessions jointly agreed upon and designed with the participants. The main data collection instruments were autobiographies, which were a joint construction, and transcripts of the sessions. The research results show that the university, the English language teacher education program (ELTEP) and the practicum, among others, are part of a constellation of communities of fear or communities that represent a challenge. It was concluded that it is possible to understand the constellation of fear through an alternative theoretical framework that includes community as commodity, as immunity, and as struggle. This study contributes to research trends that seek to privilege the research participants’ voices and offers a different way to approach communities in ELT.

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