scholarly journals Difficulties of Learning EFL in KSA: Writing Skills in Context

2016 ◽  
Vol 6 (3) ◽  
pp. 105 ◽  
Author(s):  
Taj Mohammad ◽  
Zoheb Hazarika
Keyword(s):  
Data Analysis ◽  
Language Use ◽  
Writing Skills ◽  
Writing Strategies ◽  
Remedial Measures ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
Writing Problems ◽  
Writing Skill ◽  
Preparatory Year

<p>This study is an in-depth effort to investigate issues usually faced by EFL learners in writing skills. Fifty students of Preparatory Year Program (from different sections) Najran University were randomly selected to illicit their opinion on writing skill using Likert’s 5 scale (always, usually, sometimes, rarely never) questionnaire. In addition, fifty writing samples from first and second midterms of PYP were also selected. The study analyses the writing samples mainly focusing on with special reference to capitalization, punctuation, language use (grammar) and spelling and their impact on other items of language like articles, preposition, coherence, cohesion etc. Contrastive analysis of students’ writing samples and questionnaire prove that students commit mistakes, though unconsciously, in writing. While conducting data analysis using students’ writing samples, it was observed that students used ways to pass an exam i.e. memorize the writing answer(s)/paragraph(s) rather than the proper approaches to developing/learning most common writing strategies when writing an answer. In the end, this study offers some remedial measures for writing problems of Arab EFL learners.</p>

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 CLUSTERING TECHNIQUE AND VOCABULARY MASTERY TOWARDS STUDENTS’ WRITING SKILL IN RECOUNT TEXT

2021 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Nurfitria Ambarwati ◽  
Gustaman Saragih
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Research Methodology ◽  
Random Sampling ◽  
Interactive Effect ◽  
Writing Skills ◽  
Sampling Technique ◽  
Clustering Technique ◽  
Writing Skill ◽  
Vocational High Schools

<p>Abstract: The purpose of this research at finding out empirical evidence concerning whether clustering technique and vocabulary mastery are effective or not for the student to write recount text. The research methodology used is an experiment. The sampling technique uses random sampling at Private Vocational High Schools in East Jakarta. Data collection is obtained by testing their vocabulary mastery and writing skills. Data analysis to test hypothesis is two ways ANOVA. The research results conclude 1) There is a significant effect of the clustering technique on students’ writing skills with the value (Sig) being 0.000 &lt; 0.05 and F0 = 36.740. 2) A significant effect of vocabulary mastery on students’ writing skills with the value (Sig) is 0.000 &lt; 0.05 and F0 = 72.161. 3) There is a significant interactive effect of clustering technique and vocabulary mastery on students’ writing skills. With the value (sig) is 0.018 &lt; 0.05 and F0 = 5.921. Then all of H0 is rejected, and H1 is accepted. So, there is the effect of clustering technique and vocabulary mastery on students’ writing skills in recount text.<br />Keywords: Clustering Technique, Vocabulary Mastery, Writing Skill, Recount Text</p>

Thinking and Writing in EFL

2001 ◽  
Vol 133-134 ◽  
pp. 243-269 ◽  
Author(s):  
Esma Maamouri Ghrib
Keyword(s):  
University Students ◽  
Strategy Use ◽  
Writing Strategies ◽  
Writing Difficulties ◽  
Efl Learners ◽  
Course Materials ◽  
New Concepts ◽  
Writing Problems ◽  
The Way

Abstract This research examines university students' writing problems and strategies; it also tries to investigate the way learner difficulties and strategies are perceived by students and teachers. Two questionnaires were conducted to find out both students' and teachers' assessment of these difficulties and strategies, and a corpus of 25 exam copies was examined, errors were classified, their sources analysed and strategies defined. This study aims to point out the major difficulties that our EFL learners encountered in writing and to find out some of the reasons that could explain them. It also tries to see whether there were any discrepancies between the students’ and teachers’ assessment of writing difficulties and strategies and the students’ ‘real’ problems and strategy use, at least, as they were displayed in their exam copies. One of the major goals is also to identify and define Tunisian learners’ writing strategies and see whether they match those of ESL and EFL learners in the literature. The research is based on the following hypotheses: a) Students have difficulties in expressing their thoughts and ideas in the FL because they generate them in the L1 and then try to translate them in the FL. b) Students’ problems are mainly conceptual; i.e, they result from a lack of understanding of the new concepts introduced in the course and course materials. The results showed that the learners’ difficulties were mainly grammatical and organizational and that, just like other learners, our students made use of metacognitive, cognitive, social and affective strategies when handling their linguistic tasks.

Effect of Planning on Iranian Intermediate EFL Learners' Mastery of Writing Skill

2017 ◽  
Vol 7 (3) ◽  
pp. 219
Author(s):  
Asgar Mahmoudi
Keyword(s):  
Language Use ◽  
Writing Quality ◽  
Efl Learners ◽  
The Third ◽  
Paired Samples ◽  
Content Organization ◽  
Writing Skill ◽  
Long Time ◽  
Quasi Experimental

Accomplishing mastery in writing is difficult for EFL learners and needs employing special teaching strategies. Planning is one of the strategies that has been of interest to EFL researchers since a long time ago because it is believed that it affects learners' quality of writing. Planning can be looked at from three perspectives: its timing (before or during writing), its scope (micro or macro), and the number of people involved in it (individual or collaborative). This study focused on the third perspective and sought to explore if both individual and collaborative planning can improve EFL learners’ writing quality. The study also investigated if these two types of planning impact on the components of writing (content, organization, vocabulary, language use) differentially. Utilizing a quasi-experimental design, two homogenized groups of 26 students all having the same L1 received an eight-session treatment. The Paired-samples T-tests run on the pretest and posttest scores of the participants indicated significant improvement in their writing performance. The Multivariate Analysis of Variance, comparing the four components of the writings, revealed that all four components were affected significantly with the content being affected more positively. Findings of the study highlight the importance of planning before writing tasks.

scholarly journals Phonological, Morphological and Syntactical Influences of Mother Tongue on Arab Learners

2015 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Taj Mohammad
Keyword(s):  
Language Use ◽  
Mother Tongue ◽  
Poor Performance ◽  
Teaching Writing ◽  
Target Language ◽  
Present Condition ◽  
Personal Interview ◽  
The Real ◽  
Writing Problems ◽  
Preparatory Year

Arab learners' mother tongue influence on target language (English) is a very usual and well-known phenomenon in schools and universities. The present study attempts to find and analyze phonological, morphological and syntactical influences of mother tongue on Arab learners. The study aims to critically analyze students’ writing samples and focus on the problems like capitalization, punctuation, language use and spelling. It critically diagnoses teachers’ perception on the above-mentioned writing problems through a personal interview and offers some recommendations based on the findings through writing samples and interview responses. To achieve these objectives, researcher analyzes forty writing samples of students from first and second midterm examinations at PYP (Preparatory Year Program), Najran University. To the surprise of researcher, writing samples had ridiculous errors. Four writing samples are attached to expose errors of students. Twenty teachers, especially teaching writing at PYP, Najran University, were interviewed in order to investigate the real causes of extremely poor performance of students. Teachers, in the interview, denoted various causes for the present condition of students. They admitted that use of mother in the classroom was one of the major causes of the present condition of students. The study offered some recommendations (based on the findings) like elimination of GT method and implementation of CLT approach in the classroom.Key words: GT method, mother tongue influences, target language

scholarly journals EFL Learners’ Willingness to Communicate, Language Learning Orientation, and Social Support in Kampung Inggris Pare

2021 ◽  
Vol 5 (1) ◽  
pp. 64
Author(s):  
Saidah Saidah
Keyword(s):  
Social Support ◽  
Data Analysis ◽  
Language Learning ◽  
Significant Relationship ◽  
Willingness To Communicate ◽  
Learning Orientation ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Writing Skill ◽  
Quantitative Design

Abstract: this current study conducted to investigate any significant relationship among students’ willingness to communicate and language learning orientation as well as any significant relationship between students’ WTC and social support. It used quantitative design. There were 78 students participated in this study. They were studying English in Kampung Inggris Pare. For collecting the data, the students were asked to fill out three questionnaires; WTC questionnaire consist of 25 items, Language learning orientation questionnaire of20 items, and social support of 6 items. Pearson Product moment correlation was applied for calculating the data to know any possible correlation between the variables. From the data analysis showed that any significant correlation between students’ willingness to communicate and their language learning orientation. However, there was no any significant correlation between students’ WTC and social support. The result of the study showed that students’ language learning orientation is the best motivation for students to improve their English proficiency trough their willingness to communicate in regard to four English skills, speaking, reading, writing and comprehension. Although social support over all did not give significant correlation, some support from other friend and teacher positively correlated to students’ WTC in regard to speaking and writing skill. Keywords: Willingness to Communicate, Language Learning Orientation, Social Support

scholarly journals WRITTEN FEEDBACK APPROACH: AN ALTERNATIVE WAY IN IMPROVING LEARNERS’ WRITING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Ahlan Ahlan
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Written Feedback ◽  
Classroom Learning ◽  
Efl Learners ◽  
Alternative Approach ◽  
Writing Skill ◽  
Good Writing ◽  
Teaching Of Writing

The researchers, teachers, and scholars have done many ways to improve learners’ writing skills. Some methods, strategies, and techniques have implemented in the classroom learning in order to improve learners’ writing. The Teaching of writing for EFL learners becomes one of a big challenge for teaching besides three language skills (speaking, reading, and listening). Factually, most of the learners still have difficulties in improving their writing. In this article, the writer recommends and discusses an alternative approach to assist learners in improving their writing. It is written feedback. The written feedback is a guide to lead learners to good writing. The writer discussed “the importance of written feedback, how teacher implements written feedback on learners’ writing skill, and the advantages of written feedback on learners' performance”.

scholarly journals The Importance of Using Collaborative Learning Strategy in Learning English Writing

2018 ◽  
pp. 43-63
Author(s):  
Sumaia Abuhabil ◽  
Sana Aswese ◽  
◽  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Collaborative Learning ◽  
Mixed Method ◽  
Learning Strategy ◽  
Collaborative Writing ◽  
Writing Skills ◽  
Efl Learners ◽  
English Writing ◽  
Method Approach

This study investigated the importance of using collaborative learning as a strategy to enhance English writing skills of EFL learners. The study was a classroom based, the participants of the study were 25 female Libyan students from two different secondary schools in Misrata .All students who were chosen randomly were asked to fill in the questionnaire given. The research was done by using a mixed method approach. The data analysis obtained from the questionnaire and observation indicated that the majority of students were positive about collaborative writing although some of them were not interested when engaging collaboratively .It is a suitable and applicable strategy for improving students' English writing performance and to develop their critical thinking. Moreover, working collaboratively has a good impact on all members in a group since collaboration engages students to express their opinions and respect others' opinions; it fosters negotiation, and it engages students to share their knowledge.

scholarly journals The Effectiveness of the Logic of English Approach on the Improvement of Reading Skills of Saudi EFL Learners

2016 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Mohammed Hassan Abdel Rahman
Keyword(s):  
Reading Fluency ◽  
Quantitative Research ◽  
Reading Skills ◽  
Writing Skills ◽  
Efl Learners ◽  
Fluency And Comprehension ◽  
Preparatory Year ◽  
Intensive Teaching ◽  
Literacy And Writing ◽  
Integrate Teaching

<p>The purpose of this study is to examine the extent to which the use of the Logic of English Approach can improve reading skills of Saudi EFL learners at the college of Preparatory Year Program (PYP), Ula Branch, in Taibah University. The Logic of English Approach attempts to integrate teaching with reading skills such as, reading comprehension, reading fluency, vocabulary, literacy and writing skills. The present study attempts to check only the effectiveness of this approach on the enhancement of reading fluency and comprehension. The Logic of English Approach assumes that the improvement of reading fluency depends on intensive teaching and practice of spelling rules using phonics, phonograms, and word roots Eide (2012). To achieve the aim of this study, quantitative research methodology was conducted. The data were collected from lecturers of Taibah University, arranged in tables, interpreted and compared with past studies. The results match most of the previous research.</p>

scholarly journals Using six-word stories to trigger EFL learners’ creative writing skills

2018 ◽  
Vol 13 (2) ◽  
pp. 175-188
Author(s):  
Phuong Le
Keyword(s):  
High School ◽  
Creative Writing ◽  
Language Development ◽  
Language Use ◽  
Writing Skills ◽  
Efl Learners ◽  
Related Literature ◽  
Valuable Source ◽  
Efl Students

There has been a growing volume of six-word stories and related literature available in recent decades. In only six words, the authors are able to tell amazing stories of various types, packed with strong emotions. Inspired by the succinct and thought-provoking language use of these stories, the author has used this valuable source of materials as prompts in promoting EFL learners’ creativity and language development, both at high school and tertiary levels in a semi-structured case study in Vietnam. The article illustrates the different language activities that have been used with two groups of EFL students and their related products. Implications are introduced for their applications in similar educational contexts.

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