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

Abdurrahman M Alfahadi

doi:10.32996/ijllt.2021.4.2.13

Abstract

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.

Highlights

1 Learning a foreign language always involves a number of challenges especially in the initial phases of learning where learners make linguistic, syntactic, semantic, and phonological errors
The findings revealed that Arabic-speaker EFL learners make more vowel spelling errors than consonant errors
3.1 Theme 1: Poor Syllabus and Education System The lecturers from Group A, B and C expressed varied reasons for the causes of spelling errors made by the Saudi University students in writing compared to other EFL students

Summary

Introduction

1 Learning a foreign language always involves a number of challenges especially in the initial phases of learning where learners make linguistic, syntactic, semantic, and phonological errors. Conducting a systematic analysis of learners’ errors helps the understanding of their needs to learn the language in the best and fastest way. It is necessary for the instructor to develop an assessment sheet for each student’s achievement based on their currently developing skills together with the strategies to meet for their future proficiency needs (Daif-Allah, 2012). The four different forms of knowledge help the planning and execution of the appropriate learning activities and strategies.

Objectives

Methods

Results

Conclusion