https://shorturl.at/ZTJwR

A questionnaire, please.

Dear colleagues,

 

Please kindly take a moment to review the attached questionnaire in the link below and kindly provide your responses as you see fit. Your opinions will be used solely for research purposes. Thank you very much for your cooperation.

https://docs.google.com/forms/d/e/1FAIpQLScmXmHOUjA8eoRt1QlF-oAsRiWottKrNecwXmrYI18m0bQE7Q/viewform?usp=sf_link

 

Best regards,

Understanding English Poetry by EFL Arab Learners: The case study of Taibah University/Ula Branch

 Abstract

The goal of this study is to determine how EFL students at the university level understand English poetry. The participants in this study are 46 students from Taibah University Alula Campos' Languages and Translation Department for the 2019-2020 academic year. To collect data about the study, the researchers used quizzes and written exams. This paper examines a number of challenges that students confront when taking quizzes or assessments on English poetry comprehension.  The study shows that the students do not know how to define literature or classify its major genres using complete sentences. Neither do they distinguish the definition of poetry or a poem from the characteristics of a poem or the basic elements of a poem.  Another common error students make when submitting their coursework is failing to employ proper formatting and literary language. Thus, this paper investigates these problems and analyzes the data acquired from their answers and assignments and finally, the researchers will give recommendations to correct students' problems and avoid them as soon as possible.

Key words:

                  Poetry; EFL; Arab learners; University Level; Literary Genres.

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools,

 awej.org

Assessing English Syntactic Structures Experienced by Sudanese Female Students at Secondary Schools,(2013-2014)

المؤلفون

Omer Elmahdi, Mai Hassan Ahmed Ali

تاريخ النشر

2015/6/4

مجلة

Arab World English Journal (AWEJ)

المجلد

6

الإصدار

2

الصفحات

219-241

الوصف

This study is restricted to assessing writing performance in the Sudanese female students at secondary schools at Omdurman locality, Aluola secondary school for girls, in the academic year 2013–2014. It aims at investigating the English syntactic structures experienced by Sudanese Students at secondary schools. The researcher used the analytical descriptive method in this study and a test as a tool for collecting data. The sample of the study was about ninety-nine students at secondary schools in the academic year (2013-2014). After the analysis of the types of errors made by the subjects, the study has come out with many findings. The major problem behind the students’ errors is the mother tongue interference. The Sudanese learners of English in general seem not to have an adequate proficiency in understanding the meaning and semantics when they express themselves in English syntactic structures. Students need a supplementary method in order to express themselves accurately. Finally the researcher has recommended certain areas such as: Teachers and students should be aware of the importance of writing in relation to other skills. Activating English literature lessons and providing a library for extra activities. Students need enough time to practice writing in the class room because the time allotted for teaching English is not matched to the content of the syllabus designed. Students should be prepared to use the language for a variety of purposes beyond the classroom.

SUDANESE EFL LEARNERS'SOURCES OF ERRORS IN THE PRODUCTION OF ARTICLES

 SUDANESE EFL LEARNERS'SOURCES OF ERRORS IN THE PRODUCTION OF

المؤلفون

Omer Elsheikh Hago Elmahdi

تاريخ النشر

2015/9

مجلة

British Journal of English Linguistics

المجلد

3

الإصدار

4

الصفحات

25-32

الوصف

The purpose of this study is to detect to what extent Sudanese EFL learners commit errors attributable to the differences between their L1 and L2. Furthermore discovering the types of errors in use of articles (omission of articles, redundant, or wrong use of articles) is among the objectives of the study. In the direction of checking the status of various categories of errors of articles made by Sudanese EFL learners as a result of the transitional limitations between Arabic and English, an error analysis was performed. Therefore, the researcher developed a writing task in order to find out the inter-lingual article errors committed by the participants as a result of transfer between L1 and L2. A total number of 25 male students studying English at the tertiary level took part in the study and carried out the writing task. The analysis of the results indicated significant differences between different types of errors made by the participants. Sudanese EFL learners had the most problems in terms of the errors related to the redundant use of articles. They were at the second position in the errors of wrong use of articles and finally they had the less frequent errors with respect to the omission of articles in L2 while writing into English.

إجمالي الاق

Challenges for Methods of Teaching English Vocabulary to Non-native Students

 Challenges for Methods of Teaching English Vocabulary to Non-native Students

المؤلفون

Abdulrahman Mokbel Mahyoub . Elmahdi,Omer Elsheikh Hago., Hezam

تاريخ النشر

2020

مجلة

Advances in Social Sciences Research Journal DOI: https://doi.org/10.14738/assrj.75.8263

المجلد

7

الإصدار

No 5

الصفحات

556 -575

الناشر

https://journals.scholarpublishing.org/index.php/ASSRJ/index

The Impact of Task-Based Approach on EFL Learner’s Performance

World Journal of Educational

The aim of this study is to investigate the extent to which task-based instruction affects EFL learners’ performance. This paper covers the impact of the task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, the speaking skill and speaking sub-skills are introduced as a base for teaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the principles for implementation by drawing a framework for implementation, and factors affecting the implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using a task-based approach. Also, the researcher suggests that further research is needed to explore more the effectiveness of task-based programs on EFL learners’ performance as well as its fluency.