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Postsecondary Arabic-Speaking English as a Foreign Language Learners' Perceptions of Learning English Sentence Structure

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Title: Postsecondary Arabic-Speaking English as a Foreign Language Learners' Perceptions of Learning English Sentence Structure
Language: English
Authors: Mohammad H. Adam
Source: ProQuest LLC. 2024Ph.D. Dissertation, Walden University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 217
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Arabic, Error Analysis (Language), Syntax, Majors (Students), Student Attitudes, Writing (Composition), Grammar, Contrastive Linguistics, Morphemes, Error Patterns, Teacher Student Relationship, Feedback (Response), Anxiety, Self Esteem, Language Proficiency, Translation, Mastery Learning, Academic Achievement, Interlanguage, Arabs, Foreign Countries, Native Language, Universities
ISSN: 3835-9111
ISBN: 979-83-8359-111-6
Abstract: Writing proper English sentences poses a significant challenge for Arabic-speaking postsecondary students studying English as a Foreign Language (EFL) due to substantial differences between Arabic and English syntactic structures. This basic qualitative study explored the perceptions of Arabic-speaking EFL learners at an Arabian university regarding the challenges they faced in mastering English sentence structure, especially after analyzing errors in their written assignments. The conceptual framework for the study used Corder's error analysis model and Selinker's interlingual theory to guide students in revising their errors. The research questions focused on students' perceptions of learning English sentence structure and identifying syntactic errors in their writing. Data were collected through interviews with 10 Arabic-speaking English majors at an Arabian university and analyzed using thematic analysis, including NVivo coding of students' responses and second-level category coding. The findings were verified for trustworthiness through member checking and detailed descriptions. Results indicated that Arabic-speaking EFL learners struggle with English sentence structure due to grammatical differences between Arabic and English, causing anxiety and reduced confidence. Common errors included incorrect verb tenses, punctuation, and word order, often due to direct translation. Learners employed digital tools, self-reviews, and instructor feedback to overcome these issues, underscoring the need for educational methods tailored to these linguistic challenges. These findings could foster positive social change by enhancing English mastery for academic and professional success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31488808
Accession Number: ED660122
Database: ERIC
FullText Text:
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  Data: Postsecondary Arabic-Speaking English as a Foreign Language Learners' Perceptions of Learning English Sentence Structure
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  Data: Writing proper English sentences poses a significant challenge for Arabic-speaking postsecondary students studying English as a Foreign Language (EFL) due to substantial differences between Arabic and English syntactic structures. This basic qualitative study explored the perceptions of Arabic-speaking EFL learners at an Arabian university regarding the challenges they faced in mastering English sentence structure, especially after analyzing errors in their written assignments. The conceptual framework for the study used Corder's error analysis model and Selinker's interlingual theory to guide students in revising their errors. The research questions focused on students' perceptions of learning English sentence structure and identifying syntactic errors in their writing. Data were collected through interviews with 10 Arabic-speaking English majors at an Arabian university and analyzed using thematic analysis, including NVivo coding of students' responses and second-level category coding. The findings were verified for trustworthiness through member checking and detailed descriptions. Results indicated that Arabic-speaking EFL learners struggle with English sentence structure due to grammatical differences between Arabic and English, causing anxiety and reduced confidence. Common errors included incorrect verb tenses, punctuation, and word order, often due to direct translation. Learners employed digital tools, self-reviews, and instructor feedback to overcome these issues, underscoring the need for educational methods tailored to these linguistic challenges. These findings could foster positive social change by enhancing English mastery for academic and professional success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 217
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      – SubjectFull: Error Analysis (Language)
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      – SubjectFull: Syntax
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Student Attitudes
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