Understanding EFL Learners' Errors in Language Knowledge in Ongoing Assessments

Autor/in	Samad, Mujahitha Abdul
Titel	Understanding EFL Learners' Errors in Language Knowledge in Ongoing Assessments
Quelle	In: English Language Teaching, 15 (2022) 9, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Error Patterns; Error Analysis (Language); Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Grammar; Language Tests; Difficulty Level; Learning Processes; Undergraduate Students; Language Proficiency; Language Usage; Teaching Methods; Oman + Suchen Sie Ihr Suchwort? Fehlertyp; Error analysis; Language; Fehleranalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Grammatik; Language test; Sprachtest; Schwierigkeitsgrad; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In many parts of the world, learners of English as a Foreign Language (EFL) or English as a Second Language (ESL) often face language difficulties and challenges in their performance in learning. These challenges and errors have multiple forms and causes, covering various language and skills aspects. This study focuses on the types of grammatical errors made by Foundation Programme students at a university in Oman. The study specifically examined areas that appeared difficult for the students and their actual knowledge of grammar. To serve its objective, the study collected data from the results of two grammar quizzes in ongoing assessments (OA) by 83 undergraduate students enrolled in a Foundation Programme studying English courses. Findings reveal frequent errors performed by students in certain grammatical aspects and language use. Results also show the significance of analyzing students' performance in OA for a better understanding of their level of language knowledge. The study also drew some pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01