Language Awareness and English Spelling Difficulties of Saudi EFL Students

Syed Sarwar Hussain

doi:doi:10.11648/j.ijll.20221002.17

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Language Awareness and English Spelling Difficulties of Saudi EFL Students

Syed Sarwar Hussain

Published in International Journal of Language and Linguistics (Volume 10, Issue 2)

Received: 26 February 2022 Accepted: 14 March 2022 Published: 23 March 2022

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Abstract

Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.

Published in	International Journal of Language and Linguistics (Volume 10, Issue 2)
DOI	10.11648/j.ijll.20221002.17
Page(s)	111-117
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

English Spelling Difficulties, Language Instinct, Orthographic Principles, Saudi EFL Students

References

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[2]	Albesher, K. B. (2018). Saudi EFL Adult Learners’ Spelling Errors: Reasons and Remedial Strategies to Raise Their Writing Proficiency Level. International Journal of Applied Linguistics & English Literature, 7 (7), 131–141. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.131.
[3]	Alenazi, O. S. (2018). Spelling Difficulties Faced by Arab Learners of English as a Foreign Language. Arab World English Journal (AWEJ), 9 (2), 118–126. DOI: https://dx.doi.org/10.24093/awej/vol9no2.8.
[4]	Alenezi, S. (2021). Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension. Arab World English Journal (AWEJ), 12 (1), 339–356. DOI: https://dx.doi.org/10.24093/awej/vol12no1.23.
[5]	Alipour, M., Salehuddin, K., & Stapa, S. H. (2020). Linguistic Awareness and English Spelling Difficulties of Iranian EFL Students in Malaysia. 3L: The Southeast Asian Journal of English Language Studies, 26 (4), 157–174. http://doi.org/10.17576/3L-2020-2604-12.
[6]	Al-Khairy, M. A., (2013). Saudi English-major undergraduates’ academic writing problems: A Taif university perspective. English Language Teaching 6 (6), 1–12. https://doi.org/10.5539/elt.v6n6p1.
[7]	Al-Seghayer, K. (2019). Unique challenges Saudi EFL Learners Face. Studies in English Language Teaching, 7 (4), 490–515. https://doi.org/10.22158/selt.v7n4p490.
[8]	Al-Sobhi, B. M. S., Rashid, S., Abdullah, A. N., & Darmi, R. (2017). Arab ESL Secondary School Students’ Spelling Errors. International Journal of Education & Literacy Studies, 5 (3), 16- 23. DOI: 10.7575/aiac.ijels.v.5n.3p.16.
[9]	Altamimi, D., & Rashid, R. A. (2019). Spelling Problems and Causes among Saudi English Language Undergraduates. Arab World English Journal (AWEJ), 10 (3), 178–191. DOI: https://dx.doi.org/10.24093/awej/vol10no3.12.
[10]	Astuti, W., Basri, H., Syafar, A., and Suriaman, A. (2021). Error Analysis of Silent Letters and Its Relevance to The Teaching of English. Advances in Social Science, Education and Humanities Research, Series Vol. 534. Atlantis Press. 153-158. DOI: 10.2991/assehr.k.210226.061.
[11]	El-Dakhs, D., & Mitchell, A. (2011). Spelling errors among EFL high school graduates. In 4^th Annual KSAALT Conference, Al Khobar, Prince Mohammed Bin Fahad University. Proceedings of the Conference in, KSAALT Quarterly, 4, 1-19.
[12]	Jahara, S. F. and Abdelrady, H. A. (2021). Pronunciation Problems Encountered by EFL Learners: An Empirical Study. Arab World English Journal (AWEJ), 12 (4), 194–212. DOI: https://dx.doi.org/10.24093/awej/vol12no4.14.
[13]	Rajab, H. (2013). Developing Speaking and Writing Skills of L1 Arabic EFL Learners through Teaching of IPA Phonetic Codes. Theory and Practice in Language Studies, 3 (4), 653-659, https://doi.org/10.4304/tpls.3.4.653-659.
[14]	Russak, S., & Kahn-Horwitz, J. (2013). English as a foreign language spelling: comparisons between good and poor spellers. Journal of Research in Reading 00 (00), 1–24. https://doi.org/10.1111/jrir.12009.
[15]	Shoeib, A. F. (2017). Morphological Awareness and its Association with Reading Comprehension of EFL Saudi University students. European Journal of English Language Teaching, 3 (2), 52–77. https://doi.org/10.5281/zenodo.1117415.
[16]	Tavárez, P., & Costa, D. (2021). A case Study on the Use of Spelling as a Determining Factor in Teaching English Grammar in Dominican Schools. Retrieved from: https://www.researchgate.net/publication/349702946_i_A_case_Study_on_the_Use_of_S pelling_as_a_Determining_Factor_in_Teaching_English_Grammar_in_Dominican_Scho ols.
[17]	Tribushinina, E., & Karman, S. (2021). Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study. Language Awareness, 0 (0), 1–20. DOI: 10.1080/09658416.2021.1949332.

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APA Style

Syed Sarwar Hussain. (2022). Language Awareness and English Spelling Difficulties of Saudi EFL Students. International Journal of Language and Linguistics, 10(2), 111-117. https://doi.org/10.11648/j.ijll.20221002.17

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Syed Sarwar Hussain. Language Awareness and English Spelling Difficulties of Saudi EFL Students. Int. J. Lang. Linguist. 2022, 10(2), 111-117. doi: 10.11648/j.ijll.20221002.17

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Syed Sarwar Hussain. Language Awareness and English Spelling Difficulties of Saudi EFL Students. Int J Lang Linguist. 2022;10(2):111-117. doi: 10.11648/j.ijll.20221002.17

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@article{10.11648/j.ijll.20221002.17,
  author = {Syed Sarwar Hussain},
  title = {Language Awareness and English Spelling Difficulties of Saudi EFL Students},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {111-117},
  doi = {10.11648/j.ijll.20221002.17},
  url = {https://doi.org/10.11648/j.ijll.20221002.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.17},
  abstract = {Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.},
 year = {2022}
}

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TY  - JOUR
T1  - Language Awareness and English Spelling Difficulties of Saudi EFL Students
AU  - Syed Sarwar Hussain
Y1  - 2022/03/23
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.17
DO  - 10.11648/j.ijll.20221002.17
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 111
EP  - 117
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221002.17
AB  - Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.
VL  - 10
IS  - 2
ER  -

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Author Information

Syed Sarwar Hussain

Department of English Language and Translation, College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia

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Syed Sarwar Hussain. (2022). Language Awareness and English Spelling Difficulties of Saudi EFL Students. International Journal of Language and Linguistics, 10(2), 111-117. https://doi.org/10.11648/j.ijll.20221002.17

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ACS Style

Syed Sarwar Hussain. Language Awareness and English Spelling Difficulties of Saudi EFL Students. Int. J. Lang. Linguist. 2022, 10(2), 111-117. doi: 10.11648/j.ijll.20221002.17

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AMA Style

Syed Sarwar Hussain. Language Awareness and English Spelling Difficulties of Saudi EFL Students. Int J Lang Linguist. 2022;10(2):111-117. doi: 10.11648/j.ijll.20221002.17

Copy | Download

@article{10.11648/j.ijll.20221002.17,
  author = {Syed Sarwar Hussain},
  title = {Language Awareness and English Spelling Difficulties of Saudi EFL Students},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {111-117},
  doi = {10.11648/j.ijll.20221002.17},
  url = {https://doi.org/10.11648/j.ijll.20221002.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.17},
  abstract = {Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Language Awareness and English Spelling Difficulties of Saudi EFL Students
AU  - Syed Sarwar Hussain
Y1  - 2022/03/23
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.17
DO  - 10.11648/j.ijll.20221002.17
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 111
EP  - 117
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221002.17
AB  - Spelling errors constitute the biggest challenge for Arab students during the process of their acquisition of the four English language skills, especially during their learning of the writing skill. The aim of the study was to assess language awareness and English spelling difficulties faced by Saudi EFL students. Major emphasis was given to the mistakes commonly committed by English learners. It also aimed to explore the opinions of students on English as a foreign language, establishing the different causes of spelling errors, and assessing the interference that exists between English and Arabic Saudi EFL students. The study used a quantitative research approach based on the descriptive research design. An online questionnaire was used to collect data from a sample of 150 male and female Saudi university students who were in the first year of their English language program at King Saud University. The study revealed that a variety of factors contribute to students’ spelling mistakes, cutting across the educational system and university curriculum, students’ learning attitudes, and English-Arabic linguistic interference. The study participants imparted their observations and experiences, and their responses assisted the researcher in categorizing their errors and in discovering reasons and solutions for their mistakes and errors. This helped a great deal in learning the plausible reasons for the spelling errors and in suggesting successful corrective strategies. The outcomes of this study are supposed to aid policymakers in taking the required steps to improve the learning experiences of Arab English learners and help teachers to aid and empower the language earners in avoiding common errors in spelling. This study advocates for a change in the way English is taught in Saudi schools, emphasizing the importance of spelling as a basis for English fluency. The study also proposes a few pedagogical strategies for the rectification of the spelling errors.
VL  - 10
IS  - 2
ER  -

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