Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study

Autor/inn/en	Shousha, Amal Ibrahim; Farrag, Nahed Moussa; Althaqafi, Abeer Sultan
Titel	Analytical Assessment of the Common Writing Errors among Saudi Foundation Year Students: A Comparative Study
Quelle	In: English Language Teaching, 13 (2020) 8, S.46-62 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Error Patterns; Writing (Composition); Undergraduate Students; Feedback (Response); Comparative Analysis; Science Education; Art Education; Writing Instruction; Teaching Methods; Foreign Countries; Native Language; Interference (Language); Error Analysis (Language); Contrastive Linguistics; Second Language Learning; Second Language Instruction; English (Second Language); Intensive Language Courses; Teacher Attitudes; Student Attitudes; Language Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Fehlertyp; Schreibübung; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Error analysis; Language; Fehleranalyse; Linguistics; Kontrastive Linguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht; Saudi-Arabien
Abstract	This research explored the most common writing errors of Science and Arts students of the Foundation year program at a Saudi University that hinder them from achieving their course goals, learning outcomes and becoming efficient writers. The importance of this research stems from the fact that, it is a comparative study that shows the differences in writing errors between Science and Arts students and relates writing difficulties to students' background education, family support, level of the language and teacher's feedback techniques. It unveils the causes of writing errors and suggests suitable remedies from teacher's perspectives. The findings can be useful for teachers, students and course designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01