Postsecondary Arabic-Speaking English as a Foreign Language Learners' Perceptions of Learning English Sentence Structure
Saved in:
| Title: | Postsecondary Arabic-Speaking English as a Foreign Language Learners' Perceptions of Learning English Sentence Structure |
|---|---|
| Language: | English |
| Authors: | Mohammad H. Adam |
| Source: | Online Submission. 2024Ph.D. Dissertation, Walden University. |
| Peer Reviewed: | N |
| Page Count: | 215 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Arabic, Native Language, Interlanguage, Sentence Structure, Barriers, Student Attitudes, Majors (Students), Error Analysis (Language), Linguistic Theory, Universities, Morphemes, Punctuation, Grammar, Translation, Writing (Composition), Contrastive Linguistics, Arabs, Teacher Student Relationship, Feedback (Response), Mastery Learning, Syntax, Academic Achievement, Anxiety, Self Esteem, Writing Assignments, College Students |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED661383 |
| Database: | ERIC |
| 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. |
|---|
