The article closes with a conclusion and implications for the Arab learner ". Part four then examines the potentially contentious effects of religious conformity and cultural resistance to self-expression. The third part defines the term " culture " and its influence on the Arab learners " English writing development. Part two describes Arab learner attitudes towards the complexity of foreign language writing. Part one begins with an introduction to the aims and the rationale of the article. First, the context is the Saudi learner whose educational experience has taken place in Saudi Arabia and second, the term " Arab learner " refers to subject participants cited in research articles that may or may not specifically be from Saudi Arabia. This article is a theoretical literary review of writing and the Arab learner and is divided into four parts. Implications are made in the conclusion of this article for focused approaches to the writing task and skill development with awareness to Saudi learner identity and history. How does the Saudi context uniquely un-level the playing field in contrast to non-Arab contexts in its response to personal written expression? The researcher attempts to understand and explain contextually significant challenges the Saudi learner contends with on a subtle, yet powerfully influential level. Saudi, English foreign language (EFL) learners are commonly stereotyped as poor writers of English, the target second language (L2). The focus of this article addresses and explores English L2 writing difficulties and challenges among foundation year Saudi foreign language learners up to intermediate level students. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In total, 2,873 spelling errors of various categories were identified. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. ![]() The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. Accordingly, Arab ESL learners commit serious errors when they spell out English words. This paper hoped that, the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English.Įnglish spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Students should also be encouraged to engage in the learning process by setting tasks like, learning the spelling of a few selected words, which they can test each other on in pairs class and so evaluate their own and their peer’s work. This paper concludes that, the spelling problems of EFL learners could be addressed by a variety of intervention strategies such as, instructors should be introduced to a range of teaching methods such as simulation situations where they can experience problems arising from poor spelling and roleplaying. ![]() ![]() The findings reveal that, there are different effective teaching strategies to master English spelling such as, practicing spelling, lecturers’ pedagogical practices and Learners’ Engagement. Group structured interviews were designed for the lecturers and students. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department. This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students’ spelling errors. Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling).
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