scholarly journals A Comparative Analysis of Writing Strategies and Performance in a Saudi University

2018 ◽  
pp. 425-443
Author(s):  
Miriam Alkubaidi
Keyword(s):  
English Language ◽  
First Language ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Writing Performance ◽  
Frequent Use ◽  
Significant Difference ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

Native language identification and writing proficiency

2015 ◽  
Vol 1 (2) ◽  
pp. 187-209 ◽  
Author(s):  
Kristopher Kyle ◽  
Scott A. Crossley ◽  
YouJin Kim
Keyword(s):  
Group Membership ◽  
Native Language ◽  
Multinomial Logistic Regression ◽  
First Language ◽  
Language Identification ◽  
Writing Proficiency ◽  
Proficiency Levels ◽  
Close Analysis ◽  
The Impact ◽  
The Relationship

This study evaluates the impact of writing proficiency on native language identification (NLI), a topic that has important implications for the generalizability of NLI models and detection-based arguments for cross-linguistic influence (Jarvis 2010, 2012; CLI). The study uses multinomial logistic regression to classify the first language (L1) group membership of essays at two proficiency levels based on systematic lexical and phrasal choices made by members of five L1 groups. The results indicate that lower proficiency essays are significantly easier to classify than higher proficiency essays, suggesting that lower proficiency writers make lexical and phrasal choices that are more similar to other lower proficiency writers that share an L1 than higher proficiency writers that share an L1. A close analysis of the findings also indicates that the relationship between NLI accuracy and proficiency differed across L1 groups.

Word Recognition in Multitalker Babble Measured with Two Psychophysical Methods

2005 ◽  
Vol 16 (08) ◽  
pp. 622-630 ◽  
Author(s):  
Richard H. Wilson ◽  
Christopher A. Burks ◽  
Deborah G. Weakley
Keyword(s):  
Word Recognition ◽  
Background Noise ◽  
Pure Tone ◽  
Recognition Performance ◽  
Random Presentation ◽  
Presentation Level ◽  
Significant Difference ◽  
Northwestern University ◽  
And Performance ◽  
The Relationship

The purpose of this experiment was to determine the relationship between psychometric functions for words presented in multitalker babble using a descending presentation level protocol and a random presentation level protocol. Forty veterans (mean = 63.5 years) with mild-to-moderate sensorineural hearing losses were enrolled. Seventy of the Northwestern University Auditory Test No. 6 words spoken by the VA female speaker were presented at seven signal-to-babble ratios from 24 to 0 dB (10 words/step). Although the random procedure required 69 sec longer to administer than the descending protocol, there was no significant difference between the results obtained with the two psychophysical methods. There was almost no relation between the perceived ability of the listeners to understand speech in background noise and their measured ability to understand speech in multitalker babble. Likewise, there was a tenuous relation between pure-tone thresholds and performance on the words in babble and between recognition performance in quiet and performance on the words in babble.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals A Study of Writing Proficiency in the Use of Discourse Markers in Iranian EFL Learners' Writing

2014 ◽  
Vol 2 (2) ◽  
pp. 106-113
Author(s):  
Ozra Kookhaei ◽  
Majid Amerian
Keyword(s):  
English Language ◽  
Discourse Markers ◽  
Writing Proficiency ◽  
Efl Learners ◽  
Intact Group ◽  
Language Pedagogy ◽  
Significant Difference ◽  
Language And Literature

The aim of this study was to investigate the use of discourse markers by Iranian EFL learners based on their writing proficiency. The study was conducted at Department of English Language and Literature in university of Arak. 29 participants, 6 males and 23 females, as an intact group, were required to write an essay on an argumentative topic without limit of words and without any instruction. Their writings were analyzed quantitatively using Fraser's (2004) taxonomy of Discourse Markers. The results showed that there is no statistically significant difference between the use of discourse markers and writing proficiency. It was also founded that participants employed a variety of discourse markers with some types used more frequently than others. Coordinate conjunction were the most frequently used, followed by elaborative markers and contrastive markers. Possible implications of the study for language pedagogy have been also discussed.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

Effects of Timbre on College Woodwind Players' Intonational Performance and Perception

1992 ◽  
Vol 40 (2) ◽  
pp. 158-167 ◽  
Author(s):  
Mark C. Ely
Keyword(s):  
Ohio State University ◽  
Performance Data ◽  
State University ◽  
Performance Task ◽  
School Of Music ◽  
Low Correlation ◽  
Significant Difference ◽  
The Ohio State University ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the effects of timbre on musicians' intonational acuities during a listening and a performance task. Nine saxophonists, nine clarinetists, and nine flutists from The Ohio State University School of Music participated in the listening and performance segments of this experiment. The performance data consisted of subjects' intonational deviations from recorded examples, and the listening data consisted of subjects' correct and incorrect responses to in-tune or out-of-tune tone pairs. The relationship between subjects' abilities to perform in tune and detect intonation problems, and the effects of timbre on subjects' abilities to perform in tune and detect intonation problems were assessed. Results revealed a low correlation between subjects abilities to play in tune and their abilities to detect intonation problems. Results also indicated that timbre had a significant effect on subjects' abilities to detect intonation problems, but not on their abilities to play in tune. Although there was no significant difference between instrument groups' abilities to detect intonation problems, a significant difference was found between these groups' abilities to play in tune across all timbres. Subjects played significantly more flat than sharp when matching other instrument timbres.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

Need for Achievement and Performance on Measures of Behavioral Fluency

1992 ◽  
Vol 71 (2) ◽  
pp. 471-478 ◽  
Author(s):  
Jeffery Allen ◽  
Paul Blanton ◽  
Douglas Johnson-Greene ◽  
Candice Murphy-Farmer ◽  
Alan Gross
Keyword(s):  
Verbal Fluency ◽  
Short Form ◽  
Personality Characteristic ◽  
Need For Achievement ◽  
Behavioral Fluency ◽  
Verbal Scale ◽  
Significant Difference ◽  
And Performance ◽  
Figural Fluency ◽  
The Relationship

This investigation was designed to assess the relationship between a validated personality characteristic, need for achievement (nAch), and performance on measures of behavioral fluency. To infer this relationship, 50 neurologically intact college undergraduates were administered a questionnaire assessing nAch and a battery of tests including a short form of the WAIS and measures of behavioral fluency (i.e., verbal fluency). Statistical analysis indicated that subjects high on nAch obtained higher scores than subjects low on nAch on the measures of figural fluency and the WAIS Verbal Scale. No significant difference on verbal fluency was seen between the two groups. Secondly, the group high on nAch also had a higher mean Verbal IQ but not a higher mean Performance IQ as measured by a short form of the WAIS than did subjects scoring low on nAch.

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