The effect of writing exercises in classroom on the production of written sentences at undergraduate level by Saudi EFL learners: A case study of error analysis
Open accessAbstract
This study aims to analyze the types, and frequency of errors in written sentences by undergraduate Saudi English as a Foreign Language (EFL) learners, following a quasi-experimental design. Data were collected from two groups: the control group (CG) and the experimental group (EG) through written sentences. The control group (CG) did not receive the treatment whereas the experimental group (EG) did to show the effect of writing exercises in the classroom on the production of written sentences. The experimental group (EG) received extra 3 hours of teaching and writing practice in a week to show the effect of classroom writing on the production of written sentences. The researcher assigned extra writing exercises in the classroom for the experimental group (EG) from the coursebook (Unlock 1, and 2) for 2 months. The age of the participants ranged from 18 to 25. The findings revealed that both groups committed overall errors with a significantly different frequency such as the control group with 199, whereas the experimental group with 116. Moreover, the control group committed errors in 9 categories out of 11 like “wrong word order”, “wrong use of preposition”, “wrong use of article”, “wrong com-adjectives”, “wrong subject verb-tense”, “faulty capitalization”, “punctuations”, “spelling errors”, and “wrong word choice”. In contrast, the experimental group produced errors only in 7 categories out of 11, and these are, “wrong use of preposition”, “wrong use of article”, “wrong su…
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Explicit exposure to morphological forms positively affects the acquisition of the target language and causes better language gains.
“Explicit exposure to morphological forms positively affects the acquisition of the target language and, in turn, causes better language gains (Khan, 2022;Fotos, 1994;Swain, 1998).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
Acquiring inflectional morphemes by Arabic EFL learners in Saudi Arabia requires further research.
“Acquiring inflectional morphemes by Arabic EFL learners in Saudi Arabia requires further research (Khan, 2022;Abdalla, 2020;Wahid and Farooq, 2019).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
A clear relationship exists between morphological awareness and writing by L2 learners.
“A clear relationship exists between morphological awareness and writing by L2 learners (Khan, 2022;Tabatabaei and Yakhabi, 2011;Llach, 2010;Bowers and Kirby, 2009).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
The result of this study supports previous research findings that a clear relationship exists between morphological awareness and writing by L2 learners.
“The result of this study supports the previous research findings, which state that a clear relationship exists between morphological awareness and writing by L2 learners (Ross and Berwick,1991;Khan, 2022;Tabatabaei and Yakhabi, 2011;Llach, 2010;Bowers and Kirby, 2009).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
The findings of this study correspond to previous research results (Khan 2022; Tabatabaei and Yakhabi 2011; Llach 2010; Bowers and Kirby 2009).
“The findings of this study correspond to the previous research results by Khan (2022), Tabatabaei and Yakhabi (2011), Llach (2010), and Bowers and Kirby (2009).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan (2022)
This study's results support previous research's findings that explicit teaching of words' internal structure in foreign languages helps improve EFL learners' fluency, reading and editing skills, and explicit exposure to morphological structure enables learners to speak and write new words in the target language.
“Additionally, this study's results support previous research's findings that explicit teaching of words' internal structure in foreign languages helps improve the EFL learners' fluency, reading and editing skills, and explicit exposure to morphological structure enables the learners to speak and write new words in the target language (Khan, 2022;Lee and Choi, 2020;Badawi, 2019).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
Explicit morphological instruction can result in language acquisition and better morphological structure.
“The findings support previous studies concerning the application of the Input Processing Theory and the Processability Theory in explicit morphological instruction, which can result in language acquisition and better morphological structure (Lee, 2021;Khan, 2022;Schenck, 2022).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
Overt instruction enhances L2 learners' morphological knowledge and enhances the ability of L2 learners writing skills in the target language.
“The findings of this study support previous studies that overt instruction enhances L2 learners' morphological knowledge and enhances the ability of L2 learners writing skills in the target language (Khan, 2022;Wagner, 2017;Schuwerk, 2004;Krashen, 1989;Stephens, 1977).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
Rich, contextualised and comprehensible input is far more effective in bringing about morpheme acquisition and vocabulary development in learners.
“the study findings support the argument that rich, contextualised and comprehensible input is far more effective in bringing about morpheme acquisition and vocabulary development in learners (Stephens, 1977;Krashen, 1989;Khan, 2022).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Khan, 2022
No citation lists for this paper
No citation lists for this paper yet — checked again daily.
References 23 · Cited by 13
- Authors
- Khan, A.
- Affiliations
- King Saud University (SA)
- Corresponding author
- Khan, Afzal
- Venue
- Cogent Education
- Publisher
- Informa UK Limited
- Published
- 2022-09-12
- Volume
- 9
- Issue
- 1
- ISSN
- 2331-186X (ISSN-L)
- OpenAlex
- W4295540071
- Cited by
- 13
- References
- 23
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 6 · 2023: 3
- FWCI
- 9.41
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Cogent Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- research
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- writing exercises, error analysis, EFL writing, Saudi EFL learners, undergraduate students, writing instruction, preposition errors, article errors, subject-verb agreement, spelling errors, punctuation errors, capitalization errors, word choice errors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
