Difficulties Facing EFL Students In Narrative Paragraph Writing: The Case Of First Year Students At Batna 2 University

This paper studied problems in EFL students’ paragraph writing. The research participants were first-year students of English in Tay Do University (TDU). To achieve the desired aims of the current study, the researcher combined both qualitative and quantitative methods, using questionnaires, interviews, and observations as the main instruments. The researcher used the package of social sciences (SPSS) for analysis. Research results showed that the freshmen at TDU often encountered problems in writing paragraphs. These accounted for grammatical structures, vocabulary, and coherence. Basing on the research results, students could recognize their difficulties when writing and find some new ways to overcome them. It is suggested that teachers should find and update some new teaching methods so as to develop students’ paragraph writing skills. Article visualizations:<img src="/-counters-/edu_01/0920/a.php" alt="Hit counter" />

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The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

10.31235/osf.io/crnkq ◽

2022 ◽

Author(s):

Elmakki AMIRI ◽

Abderrahim El KARFA

Keyword(s):

Academic Achievement ◽

Environmental Factors ◽

Learning Environment ◽

Foreign Language ◽

First Year ◽

First Year Students ◽

Factors Affecting ◽

Academic Achievements ◽

Efl Students ◽

The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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A Cognitive-Semantic Analysis of Preposition on: An Experimental Study at University of Baghdad

10.31235/osf.io/yp9qs ◽

2020 ◽

Author(s):

Sura Muttlak Nasser

Keyword(s):

Foreign Language ◽

Quantitative Research ◽

Semantic Analysis ◽

College Of Education ◽

First Year ◽

First Year Students ◽

Efl Students ◽

Cognitive Semantic ◽

The University ◽

Analyze Data

This study is descriptive quantitative research by using a test to collect the data needed. Iraqi English as a foreign language (EFL) students face difficulties in differentiating between using prepositions correctly. This study has been performed in the Department of English at College of Education for Women, University of Baghdad, to diagnosis the difficulties of English prepositions that face Iraqi first-year students at the University since multi-uses and meanings of prepositions. For Iraqi EFL students, prepositions regarded as a problematic criterion. This study aims at examining the problems that EFL students commit mistakes in using English prepositions of place on. It also highlights the causes of those problems. Correct handling proposition is not because most of them have different functions straightforward, and different prepositions have the same uses. For this reason, the researcher adopted pre and post-tests to evaluate the output of the means of the students' results. The researcher used SPSS to analyze data.

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An Investigation of EFL Students’ Essay Writing: Problems and Suggestions: Ambo University First Year Students in Focus

10.7176/rhss/10-1-03 ◽

2020 ◽

Keyword(s):

First Year ◽

First Year Students ◽

Essay Writing ◽

Writing Problems ◽

Efl Students

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Improving EFL Students' Speaking Proficiency and Motivation: A Hybrid Problem-based Learning Approach

Theory and Practice in Language Studies ◽

10.17507/tpls.0807.17 ◽

2018 ◽

Vol 8 (7) ◽

pp. 848 ◽

Cited By ~ 2

Author(s):

Mohamed Ali Mohamed Kassem

Keyword(s):

Proficiency Test ◽

Action Plan ◽

Problem Based Learning ◽

First Year ◽

First Year Students ◽

Speaking Proficiency ◽

New Ideas ◽

Efl Students ◽

Standardized Curriculum ◽

Positive Effect

The present study used a Hybrid Problem-Based Learning (H-PBL) approach for teaching a Speaking Course to the First-Year students of the English Department at Prince Sattam Bin Abdulaziz University, Saudi Arabia. Previous research has proved the currently inappropriate teaching approaches and the lack of motivation to be the most significant reasons for EFL students' poor speaking proficiency. The lack of motivation is due to the traditional, rigid and tedious teaching techniques adopted in speaking classrooms and partly due to the standardized curriculum of the speaking course where there is no scope for instructors to change their teaching approach or introduce new ideas in the curriculum. The H-PBL approach has been proved to be an effective model for teaching language skills; however, the existing literature still lacks an actual action plan or a methodology to introduce this approach as a pedagogical remedy for motivating EFL students and improving their speaking proficiency. The study addressed this gap by recommending the use of H-PBL approach in EFL speaking classes. The study used a pre-post speaking proficiency test, a students' motivation questionnaire, interviews and observation sheets as data collection tools. Results revealed that the H-PBL approach has a positive effect on improving the students' speaking proficiency, students' motivation significantly increased and, eventually, students tended to be more self-directed and independent. Instructors also applauded the use of H-PBL approach but recommended adapting the curriculum and the teaching strategies to support this approach.

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Investigating EFL Students’ Perception nn English Basic Vocabulary Teaching Through Pictures for the First Year Students of SMA Datuk Ribandang Makassar

Tamaddun ◽

10.33096/tamaddun.v19i1.73 ◽

2020 ◽

Vol 19 (1) ◽

pp. 9-33

Author(s):

Abdollah Abdollah ◽

Hariratul Jannah ◽

Hardiyansyah Hardiyansyah

Keyword(s):

First Year ◽

Positive Perception ◽

Teaching English ◽

First Year Students ◽

South Sulawesi ◽

Post Test ◽

Efl Students ◽

Basic Vocabulary ◽

Basic English

This study aims to find out the EFL students’ perception in regards to basic English vocabulary teaching through pictures. This study was conducted in a senior high school situated in Makassar, South Sulawesi, called SMA Datuk Ribandang Makassar. This study is about students’ teaching English basic vocabulary through pictures. A quantitative method were use to how the effects of basic vocabulary teaching through pictures are. A qualitative study determine students’ perception in teaching vocabulary through pictures. Based on the findings and discussion the previous chapter, the researcher concludes that the effect vocabulary through pictures by the students’ in Learning English showed from pre-test and post Mean score of 27 students pre-test was 48,74 (with standart deviation 14,482 and standard errror mean was 2,5787) and the students’ post-test mean score was 77,70 (with standart deviation 10,498 and standard errror mean was 2,020). Furthermore, Students’ perception of English basic vocabulary through pictures for the firsy years students of SMA Datuk Ribandang Makassar gives the positive perception that exactly students’ perception of the teacher method in teaching English.

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The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

Arab World English Journal ◽

10.24093/awej/vol12no4.25 ◽

2021 ◽

Vol 12 (4) ◽

pp. 387-400

Author(s):

Elmakki AMIRI ◽

Abderrahim El KARFA

Keyword(s):

Academic Achievement ◽

Environmental Factors ◽

Learning Environment ◽

Foreign Language ◽

First Year ◽

First Year Students ◽

Factors Affecting ◽

Academic Achievements ◽

Efl Students ◽

The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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Common Writing Errors Among EFL Students at Dhofar University in Oman: An Analytical Study

International Journal of English Linguistics ◽

10.5539/ijel.v9n2p402 ◽

2019 ◽

Vol 9 (2) ◽

pp. 402

Author(s):

Yasser Muhammad Naguib Sabtan ◽

Abdelkader Mohamed Abdelkader Elsayed

Keyword(s):

First Year ◽

First Year Students ◽

Verb Agreement ◽

Part Of Speech ◽

Grammatical Errors ◽

Different Types ◽

Efl Students ◽

The Common ◽

Writing Errors ◽

Verb Tense

The present study aims to analyze the common writing errors made by EFL students at Dhofar University in the Sultanate of Oman. The study included 93 first-year students enrolled in a university requirement course. The students’ written English essays were collected to carry out the analysis. A number of errors in the students’ essays are identified and classified into various types. The results of the analysis of the students’ writing samples show that the common errors of EFL students at Dhofar University are basically related to spelling and grammar. Spelling and grammatical errors are classified into different types, with a frequency count for each type of error. Grammatical errors account for the biggest number of errors which are distributed on eight different types. These types are listed in order based on their frequency as follows: (1) verb tense and form, (2) plurality (3) subject-verb agreement (4) prepositions (5) part-of-speech (6) word order (7) articles (8) adjective form. Spelling errors, on the other hand, are classified into four types which are listed in order as follows: (1) omission (2) substitution (3) insertion (4) transposition. Based on these results, a number of recommendations for treatment of writing errors are suggested.

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AN ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS

Englisia Journal ◽

10.22373/ej.v5i1.2301 ◽

2017 ◽

Vol 5 (1) ◽

pp. 41

Author(s):

Qudwatin Nisak M. Isa ◽

Risdaneva Risdaneva ◽

Affied Alfayed

Keyword(s):

First Year ◽

Word Choice ◽

Personal Writing ◽

First Year Students ◽

Grammatical Errors ◽

Efl Teachers ◽

Efl Students ◽

The Subject ◽

Verb Tense ◽

Interference Error

This study aims at finding empirical evidence of the most common types of grammatical errors and sources of errors in recount texts written by the first-year students of SMAS Babul Maghfirah, Aceh Besar. The subject of the study was a collection of students’ personal writing documents of recount texts about their lives experience. The students’ recount texts were analyzed by referring to Betty S. Azar classification and Richard’s theory on sources of errors. The findings showed that the total number of error is 436. Two frequent types of grammatical errors were Verb Tense and Word Choice. The major sources of error were Intralingual Error, Interference Error and Developmental Error respectively. Furthermore, the findings suggest that it is necessary for EFL teachers to apply appropriate techniques and strategies in teaching recount texts, which focus on past tense and language features of the text in order to reduce the possible errors to be made by the students.

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A Cognitive Linguistics Diagnosing Of Iraqi EFL Students’ Difficulties in Using Synonyms

International Journal of Language and Literary Studies ◽

10.36892/ijlls.v2i3.661 ◽

2021 ◽

Vol 2 (3) ◽

pp. 135-145

Author(s):

Sura Muttlak Nasser

Keyword(s):

Cognitive Linguistics ◽

College Of Education ◽

Female Students ◽

First Year ◽

First Year Students ◽

First Semester ◽

Learning And Teaching ◽

Efl Students ◽

Lexical Concepts ◽

Academic Year

Learning and teaching synonyms for Iraqi EFL students is a difficult task. Learning synonyms means learning how words can be related to each other. Understanding synonyms helps students to understand the meaning of the word easily and avoid mistakes committed in synonyms as a result of their knowledge concerning this area. Iraqi EFL students face difficulties in using appropriate synonyms. This study was conducted in the Department of English, College of Education for Women, University of Baghdad, to indicate first-year students’ incompetence in using synonyms. The participants of this study, fifty female students during the first semester, were chosen randomly for the academic year 2019-2020. In order to achieve the aim of this study, the researcher used pre and posttest as tools for collecting data. The data was analyzed by the SPSS program. Figures and tables were used to present the data. The present study reveals the difficulties that occurred when Iraqi EFL students used synonyms. This is due to the need for information about English equivalent words, then suggests suitable solutions for them. Also this study reveals that the domains theory has indeed been demonstrated to be effective in precisely understanding the semantic domains of English lexical concepts.

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