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Languages and Translation at King Saud Univ

A thesis submitted in fulfillment of the requirements for PhD degree in

English Applied Linguistics

By: Badr M. Al-Hussein

Supervisor Dr. Hassan Mergani M. Aidaroos

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Languages and Translation at King Saud Univ

Saudi Arabia


English Applied Linguistics

Hussein

Dr. Hassan Mergani M. Aidaroos

1441-2020

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I bestow my high praise upon everyone who took the

right road of knowledge towards a course of action and

career option in their life with the aim of leaving a bright

message in the extensive spaces and in the overlapping

world as well.

To those who decided to change languages into the

best tools to bridge the cultural gaps and promote the

culture of dialogue, tolerance, coexistence and human

understanding, but also

On those who planted roses in the gardens of the

mind, and distributed their smiles everywhere as a symbol

of optimism, hope and respect.

III

Acknowledgements At the very outset, I thank God the Almighty who gave me all the means and enabled me to complete my research despite my family obligation and job responsibilities. I also thank my friends specialized in English literature for their unlimited support in pre-test arbitration plus providing me with the relevant references as well as e-learning and e-teaching electronic applications. I thank my research supervisor, Dr. Hassan Aidaroos may Allah have mercy on him who provided me with every possible facility. In addition, he honored me with valuable remarks and accurate ideas that had the greatest influence on maturing this research in order to reach a satisfactory level. Many thanks to Prof. Ibrahim Alfaki, who provided me with quality expertise and valuable comments that made the research more adequate and sober. My thanks go to the administration of Shendi University for their support, follow-up and organization, which express a deep belief in the message of knowledge and the role of science in improving the quality of life, and achieving the intercultural understanding and global prosperity. In conclusion, I thank my wife and children for their generosity as they were my best supporters during the research process for almost two and a half years.

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ABSTRACT

The aim of this thesis is to investigate the effects and results of using e-

learning represented by modern technological applications, programs and

electronic devices concerning the writing skills of first year students at the

Department of Languages and Translation at King Saud University in Saudi

Arabia for the current academic year 2020.

This research sample of the study was intended for fifty students

randomly selected. The researcher used the experimental method in which

seven questions were prepared with a total score of a hundred grades so as to

measure the capabilities of students in writing skills. The questions were

judged by specialists in evaluation and measurement to ensure the factors of

honesty and stability.

The results of the study indicated that the electronic applications used in

education at the College of Languages and Translation at King Saud

University contributed effectively to the development of writing skills of

students, enriching their word stores, and expanding their understanding of the

scope of using modern technology.

The study attempted to examine effective teaching strategies that

generate motivation among the students, endear English to them, teach them

enough skills to be versed in writing skills, and giving them full confidence in

writing with all its types. The study showed the importance of reading in

improving the writing skills of students as overlapping skills which

complement each other through browsing electronic sites.

The study also highlighted the role of personal electronic devices and social

networking sites in helping students to master writing skills with facilitations and

programs related to this field. Finally, the study also highlighted the role of browsing

reliable electronic websites such as universities and institutes sites, and the follow-

up on periodicals, dictionaries and training programs over the air in developing

writing skills among students.

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VI

Table of Contents

Contents Page I استھاللDedication II Acknowledgements III

Abstract IV

Abstract in Arabic V

Table of Contents VI

Chapter One- Introduction 1.0 Background 1

1.1 Statement of the Problem 5

1.2 Aim of the Study 5

1.3 Research Questions (Question of the study 5

1.4 Hypotheses 6

1.5 Limits 6

1.6 The Significance of the Study 7

1.7 Key Terms 7

Chapter Tow- Literature Review 2.0 Introduction 9

2.1 Formal and Informal Writing 13

2.2 Fields of Writing 16

2.3 Types of Writing 26

2.4 The difficulties facing students in acquiring writing skills 29

2.5 The difficulties facing students in acquiring reading skills 33

2.6 E- Learning 34

2.7 Characteristics of e-Learning 36

2.8 Benefits of e-Learning 36

2.9 Disadvantages of e-Learning 38

2.10 Teaching writing via electronic applications and programs 38

2.11The relationship and the interaction between reading and writing 41

2.12 Related Studies 42

VII

Chapter Three - Methodology 3.0 Introduction 48

3.1 Participants 49

3.2 Instrument 50

3.3 Procedures 51

Chapter Four - Data Analysis 4.0 Introduction 66

4.1 Testing the equivalence of the students' pre-test scores 67

4.2 The Results of the Post-test 68

4.3 Examining significant differences between pre-test and post- test

scores

70

4.4 Testing Research Hypothesis: 75

4.5 Results 109

Chapter Five- Conclusion 5.0 Summary 111

5.1 Findings 114

5.2 Recommendations 117

5.3 Suggestions for further researches 119

References 120

Useful Links & Websites 130

Dictionaries 138

Appendices 139

The Tables 139

The answers of the pre and post tests 141

Samples of students answers 142

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1.0 Background

In fact, language is considered the key to knowledge as a whole, and the

tool which helps people acquire new information, communicate, think and

explore their environment. "Language is more than words; it is also how the

words are put together—grammar. The ability to use fluent, nuanced

language is local to humans: bees, parrots, and chimps can approximate it but

not with the complexity or spontaneity that comes naturally to us. Despite

influential speculations, it is unclear whether Neanderthals could speak in the

same manner as Homo sapiens, and theories that language emerged as the

result of a single gene mutation about 30,000 years ago are increasingly

controversial as well". (Mc Whorter, Cook, 2014)

By Language which is a tool to communicate, to interact with the

surroundings, you convey your message to a person. It is the tool of both

thinking and creation. "Language is at the heart of human life. Without it,

many of our most important activities would be inconceivable."

(Cook, Guy, 2008)

Chomsky says: “From now on, I will consider a language to be a set

(finite or infinite) of sentences, each finite in length and constructed out of a

finite set of elements." (Chomsky, 1957, 74).

Undoubtedly, learning a second language is not an easy mission, it

involves highly focused efforts and much oriented times in addition to the

internal will, which reinforce the L2 learner to do all his best.

"Learning a second language requires a long and complex

understanding. Your whole person is affected as you try to go beyond the

confines of your first language and into a new language, a new culture, a new

way of thinking, feeling, and acting" (Douglas Brown, 2007).

On the other hand, inventing writing is really considered a very giant

step towards the development of the world as a whole. Writing functions more

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than a camera, in a sense that the latter could not authenticate the internal

feelings while the former could.

Writing is the most essential skill of English i.e everyone seeking to

master a language is asked to obtain the skills of writing plus their techniques.

"The skills involved in writing are greatly complex. L2 writers have to pay

attention to the higher level skills of planning and organizing besides the

lower level skills of spelling, punctuation, word choice, and so on" (Jack&

Willy Renandya, 2011).

In fact, writing is the source of human richness as regards knowledge,

culture, development, evolution, inventions, and creativity. It is the upshot of

thinking, the crops that the hardworking farmers seek to see, and the level of

respect one expects from others.

Writing helps learners master a language i.e. when one writes

something, he focuses his attention completely, and does all his best to be

more exact, elegant, and formal than when one speaks. That is to say,“Writing

is never a one-step action; it is an ongoing creative act. When you first write

something, you have already been thinking about what to say and how to say

it. Then, after you have finished writing, you read over what you have written

and make changes and corrections".( Alice, Oshima& Ann Hogue, 2007).

Moreover, the spoken words can be forgotten with the passage of time,

or the memory of people is deleted for many reasons. Contrarily, the written

words may live a thousand years, and may become authoritative reference and

very considerable knowledge.

Actually, writing is a cultural, scientific, human and historical

responsibility. In other words, some writings did bring happiness, inspiration

and luxury to the whole generations, whereas others brought melancholy,

pessimism and sadness.

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Writing is a personal responsibility; you can easily master your words if

they are still inside you, but they become out of control whenever they come

out to the side of others in the form of spoken words or written ones.

Currently, technology has provided vibrant applications to the non-

native learners in addition to the native ones in terms of spelling. The

Microsoft office via word system can correct spelling mistakes up to 90%.

Also, there are many other websites that offer free services in this field.

In other words, when you are not sure of the spelling of any word,

write it soon in the Google bar, and soon get, at least, tens of results about the

meaning, pronunciation, definition, and various usages of the word.

Furthermore, social media applications such as WhatsApp, Messenger,

Telegram, Soma and Line are provided with helpful editors as far as spelling

is concerned.

Really, the speedy revolution of technology, and the development of the

social media wheel in addition to the wide spread of the uses of the Internet

give a clear indication that online learning became unquestionable for kids,

teenagers and even adults." The Internet has become one of the vital ways to

make available resources for research and learning for both teachers and

students to share and acquire information” (Richard and Haya, 2009).

Also, the new generation learners have a great tendency to the Internet

and the electronic applications respecting learning and entertainment. Put

differently, they find a great interest in the media and electronic machines,

thus they are eloquent and highly skilled in surfing the Net.

Today's students became like virtual individuals, i.e. they avoided the

outdoor environment, left playing in the gardens, left popular games, and left

the communal games as well. Everyone of them became a separate entity.

Correspondingly, modern learners, necessarily, seek modern learning

methods as well as modern learning content. They seek a learning replete with

both reinforcement and vitality.

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To rephrase it, it is the story of a very big change in the world of

learning in general, and the starting up of the real, promising fruitful

knowledge. "From social networking to gender issues and from academic

honesty to discussions on Skype" (Tanka, Judith& Most Paul, 2016).

It is the Information Age indeed.

Every few months, new methods and applications come into existence

and they are popularized to become more effective and more flexible than

before . So, learners are always yearning for the technology.

Truly, teachers are still the cornerstone of the learning process; they

should be qualified enough to succeed in using the Internet tools inside the

classroom such as: smart boards, iPad, iPod and other electronic applications.

Teachers should properly activate the mechanism of learning. They are

supposed to be the interface between students, curricula and the Internet. They

have to build successful dialogues to make learning interesting and relevant.

"Under the CLT-oriented curriculum, teachers are recommended to move

away from being transmitters of knowledge and adopt the role of facilitators

(Savignon, 2007).

In fact, English language teachers are required to learn language as a

living material not as an abstract or nonliving one. They have to do their best

to help students understand the feelings behind the words, the secrets of the

words, and the various meanings of the words. "Like teachers, learners need to

see themselves engaged in a process of personality development above and

beyond that of being successful language learners (Jack, C, Richard &

Theodore, S. Rodgers. 2010).

Teachers have to adapt the curriculum to the students' performance

levels and needs. They should select suitable and inspiring tasks for them.

"Selection of tasks, according to Long and Crookes should be based on a

careful analysis of the real-world needs of learners. (Long& Crookes, 1993)

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English ranks as the most honorific language in the world nowadays; it

is the language of science, economy, technology and the Internet.

We can say that one of many distinctive characteristics of English is

that it keeps up in the era of development.

In reality, English is the most sought-after language for non-native

speakers to learn because it is the most widespread language on Earth. It is a

vivid and promising language; the language of books, newspapers, airports

and air-traffic control, advertising, business, medicine, technology,

diplomacy, sports, pop music and academic conferences.

1.1. Statement of the problem

The first-year students in the Faculty of Languages and

Translation at King Saud University, in Saudi Arabia, Riyadh cityas all

the ESL students in the world, are not able enough to write rich sentences,

paragraphs or essays correctly; they commit some spelling, grammatical and

stylistic mistakes in their writings. Accordingly, I chose the environment of

this university in my thesis, because it’s a highly ranked university regionally

and globally, and the students in it actually reflect the real level of students in

Saudi Arabia, which makes it easy to measure.

1.2. Aim of the Study

This study, primarily, aims at investigating the impact of online

resources on developing the 1st-year university learners' abilities of writing.

1.3. Research Questions (Question of the study)

1. How does the use of e- learning, inside and outside the classrooms,

develop the learners' skills of writing?

2.How does the TABLET, which is provided with an interactive course,

help students improve their writing skills?

3.To what extent do teachers feel equipped to implement interactive

approaches in the classroom as advised by the Saudi MOE?

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4.To what extent can the classroom environment affect positively in

helping students master the writing techniques?

1.4. Hypotheses

1. Internet, in general, and computational learning in special can improve

the learners' skills of writing.

2.Using "TABLET" which is provided with an interactive course can help

students improve their writing skills in English.

3.Adopting new, clear and beneficial strategies and modern pedagogy by

the highly-qualified teachers help learners avoid their spelling,

grammatical and stylistic mistakes they usually make in their writings.

4.The classroom environment plays an effective and helpful role in aiding

students in mastering writing techniques.

1.5. Significance of the study

Basically, this study tackles a very important and crucial issue in the

field of learning and teaching English language to non-native speakers (EFL

learners) acquiring writing skills. In other words, this study focuses on the

most common difficulties and challenges usually facing the first-year students

at university; from a grammatical, semantic and stylistic point of view.

Nevertheless, this study takes into consideration the curriculum nature

that students are studying, the available equipment inside the classroom and

the university in general, and the number of English classes they take per

week.

Furthermore, this study is considered very important and beneficial to

everyone interested in learning English and teaching it to the EFL students.

The study is real, practical, and scientific. Actually, it is a result of long-term

experience gained by the researcher himself who worked for twenty years as a

teacher, a trainer and educational supervisor in primary, intermediate, and

secondary schools plus university in both government and private foundations.

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1.6. Limits

The limits of the research are fifty first-year students (two groups- 25

students each), of King Saud University in Saudi Arabia, the Faculty of

Languages and Translation, Riyadh city.

The skills that need to be measured are writing skills, spelling,

punctuation marks and the principles of the sentence structure. The research

took place in the academic year 2018-2019.

1.7. Key terms:

Tablet: It is the learning tool intended in this study. It is an electronic

machine similar to a laptop provided with two applications: the first contains

the English book, which students usually study. The second is a set of

interactive lessons.

Laboratory: It is a platform where comprehensive and interactive digital

content catering to listening and speaking skills is put to use in a stimulating

lab environment or audiovisual room.

Personal mobile: It is a portable telephone with touch screen and very smart

quality. Namely, it contains modern applications which help students keep in

touch with English.

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2.0 Introduction

To begin with, languages cannot be acquired formally unless EFL

students learn the four skills of language: Listening, Speaking, Reading and

Writing. Likewise, writing functions like a bridge which helps people cross to

the other side. Otherwise stated, it is a tool that aids people in knowing the

details of the academic and educational product of the previous cultures and

civilizations in addition to the educational products of the contemporary

societies, "Without a doubt, the most important invention in human history is

writing. It provides a relatively permanent record of information, opinions,

beliefs, feelings, arguments, explanations, theories, etc. Writing allows us to

share our communication not only with our contemporaries but also with

future generations. It permits people from the near and far distant past to

speak to us". (Robert T. Carroll, Student Success Guide – Writing Skills, 1990,

USA).

Besides, writing is the light and warmth that flow from the sun of

knowledge, so to speak. Also, writing helps us to clearly and comprehensively

explore others' thoughts and creativity, and their surroundings too.

On the other hand, writing has got a very great importance, because it

plays a very essential and vital role in learning and in the process of

communication among people via social media. "The written language has

nowadays an important social and educational function and its status has a

high social prestige (Urbanova and Oakland, 2002: 31).

Unquestionably, writing poses a very big challenge to the EFL students

because it requires many advanced skills and techniques in addition to a wide

vocabulary.

Consequently, constructing even simple sentences or short paragraphs

is something uneasy for both native and non-native learners.

Also, writing is a complex process, in a sense that it requires a very

high focus in terms of the ideas, the meanings, grammar as well as the

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academic and personal responsibility. "Writing is a complex, multifaceted, and

purposeful act of communication that is accomplished in a variety of

environments, under various constraints of time, and with a variety of

language resources and technological tools". (NAEP, the Writing Revolution,

2011).

Additionally, writing needs a deep understanding of the words'

meanings according to the context and the way they are used. For example,

political writing differs very much from the literary one, and so on and so

forth. Besides, there are many types of writings; critical writing depends on

certain words different from the words that are used in the persuasive writing

style, etc. So, EFL students have to practise writing and conduct themselves in

training and education programs.

In the light of the afore-mentioned ideas, it has become clear that

writing is a rational activity and a very precise skill. Namely, it requires

creative capabilities in order to simultaneously produce a writing that is

understandable, cohesive, meaningful and accessible.

Therefore, EFL students are asked to go deep into advanced writing

skills. They have to take into account that school is not the only place to learn

in the present time. They have to search for some sources for learning

according to their needs, levels and capabilities. "A teacher undertaking to

help students of FLS develop a language skill needs to have clear concepts of

their needs, the requirements of the discourse community, and the variety of

procedures whereby they can be met. The ability to place a skill and its many

sub skills in the wider context of language learning and use is an additional

prerequisite". (Hofath, Joseph, 2001).

However, writing can be likened to a very nice mirror that shows your

true self and captures your face details i.e writing clearly shows the weak

areas. So, EFL learners are asked to master language so as to have the

capacity that helps them to express the ideas and thoughts completely, i.e. to

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know how to write coherent and focused composition. "Coherent writing has

clear connections between ideas, between sentences, and between

paragraphs. Focused writing has a clear purpose and clear topic.

Connections establish relations, and make transitions. Focus establishes what

you are writing about and why. Without focus, writing can't be coherent".

(Robert T. Carroll, Student Success Guide – Writing Skills, 1990, USA).

Accordingly, writing is considered a very systematic process. i.e it

falls into three main stages:

a)-Before writing: This stage focuses specifically on providing the tools

required, and harmonizes them with the realm of writing as well as thinking

how the thoughts are translated in relation to EFL students.

A student should build a plan in his mind before he starts, think of the

key words and look for some vocabulary in some dictionaries. It is important

for everyone to routinize his work task. The best way to maintain accuracy is

to develop a system and stick to it.

Again, one should prepare himself and get used to the tools required,

and the ideas he will write about, the form he will use: a paragraph, a passage,

an essay, etc.

The most important thing is to be clear and confident. Otherwise

stated, to know specifically what he needs, and what's the effect expected on

the readers, teachers and recipients in general.

b)- While writing: This stage is initially intended for identifying the sources

when necessary, because readers need to know where the information came

from, so they can judge its credibility. An online has put an even high

premium on this kind of transparency. One should be objective in order not to

confuse opinions with facts. Opinions make personal journalism lively and

make it clear to readers. It is easy to jump to conclusions when you are

predisposed to believe something.

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c)- After writing: This is the most important stage, because it is about to be

open and available to all readers. Hence, the following advice is very

important and sounds great: "Leave fact-checking and editing for last. For a

thorough copyedit, print out the content. Spell-check your work. Read it

backwards. Read the copy out loud. Try to see both the forest and the trees, so

always read (at least) once for content and effect. Read (at least) once for

mechanical errors, including those of grammar, punctuation and keystroke

errors. Moreover, remember, errors often come with friends. Find one? Keep

looking.

There may be others. Proofread corrections for readability, because

error can be introduced even when correcting copy. Assemble all source

materials—notebooks, interview transcripts, tapes, books, studies, photos,

everything used to report and write the story. Go over the story and compare

it to the original sources. On projects and even on daily stories, some

reporters make one printout for names and titles, another for quotes a third

for other details". (Carroll, Brian, 2010, 299).

Finally, writing plays a very vital, expressive and principal part in

helping EFL learners go deep into the details of language and discover its

secrets and precise characteristics. Mastering writing almost leads to

mastering the rest of language skills.

The following diagram shows clearly the three main stages that underlie the

writing process:

Before writing While writing After writing

-Self-adapting -Commitment -Revision

-Providing tools -Quality -Proofreading

-Preparing ideas -Accuracy -Feedback

-Aim of writing -Spelling and punctuation -Writing final notes

-Size of writing -Exchange ideas with others -Rewriting

(Table 1)

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2.1 Formal and informal writing

Formal and informal writing are found in all languages, and that

depends on the situation.

Namely, when we decide to write, it means that we have something to

convey, to tell, and to express. It is to make a kind of communication in order

to reach a certain message. It is generally to share others with information,

ideas and advice. To put it another way, the situation you live requires the

suitable style of writing. "The various effects a writer may wish to have on his

or her readers—to inform, to persuade, to entertain—result in different kinds

of prose. The most common is prose that informs, which, depending on what it

is about, is called exposition, description, or narration" (Thomas, S, Kane,

2000, p, 6).

Since we have different situations, we will have many kinds and

ways of writing. To rephrase it, every situation or action requires a certain

response as far as kinds of writings are concerned. When one writes a letter to

his mother, he chooses the terms that are very different from those when he

writes a letter to his close friends, his workmates and others.

The difference in writing lies not only in the quality of the

vocabulary and the content, but also in style, emotions, senses and feelings,

the general sense, special news, personal suffering and reality.

Generally writing is divided into two main kinds: formal and

informal. Thus, formal writing is done in accordance with the rules suitable

for formal or important situations and occasions. It aims to keep using

academic, formal and proper words. It is, in brief, to think deeply of what you

often write.

However, academic persons interested in writing skills do say that there

are three levels of formality in English.

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a)-Formal writing: It includes textbooks, official reports, academic articles,

essays, business letters, contracts, and official speeches. "To make your

writing more formal, consider word choice, namely: it is usually best to use

standard English words and phrases, that is, those with no label in the

dictionary. It is to use only words and phrases marked formal if you are sure

they are appropriate, and avoid anything marked informal, slang, offensive,

etc. It is, also, to use suitable synonyms for common words such as do, put,

get, make. e.g. Several operations were carried out, performed (not done). It

is, also, to avoid contracted forms (e.g. haven't, I'm) and abbreviations (e.g.

ad-advertisement). (Oxford Advanced Learning Dictionary, 9th edition, UK,

2015, p1823).

Moreover, formal writing is convenient to EFL students because it

depends on very precise rules, and it is based on a clear methodology related

to grammar, vocabulary, spelling and punctuation.

b)-Informal writing: It is used in the daily life communication, interacting

with friends, speaking or chatting online, conversing with friends on a trip and

so on. Simply put, informal writing uses contractions like (e.g. TV, pm, am).

As a result, it uses slang and colloquial words acceptable in spoken English

not in written texts, for example, 'wanna' represents the word 'want to'.

"There are some abbreviations acceptable in formal texts".(Obrecht, 1999).

Here are some examples of abbreviations and their equivalent full forms:

Formal Informal e.g. for example etc. and so on Feb. February Lab Laboratory a.m. Ante Meridiem p.m. Post Meridiem B.C. Before Christ A.D. Anno Domini ATM Automated teller machine

(Table 2)

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Hence, formal writing should be written in a correct way;

structurally and syntactically. Again, the difference between formal and

informal writings is manifested, to some extent, in the quality and the

expression ability of the used vocabulary. Here are some words which clarify

what is mentioned before: (Abu shika, Fadi& Inkpin, Diana, 2011).

Informal Formal Informal Formal

Ask Enquire Use Consume

Away Absent Go Depart

Book Reserve Start Commence

Speed up Accelerate Say sorry Apologize

Get Receive End Terminate

Ok Acceptable Try Endeavour

Help Assist Set out Display

Deal with Handle Ask for Request

Let Allow Check Verify

Wait for Await Need Request

Fight Combat Tell Inform

Anybody Anyone About Approximately

(Table 3)

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In the light of what is mentioned before, there are many prominent

differences between formal and informal writing. They are as follows:

Formal Writing Informal Writing

It does not generally use

abbreviations(contractions).

It uses abbreviations(contractions)

such as: can't/ haven't..etc.

It does not use slang words or

swearwords.

It uses slang words such as "Dudes"

instead of "Friends", and "Holy Shit"

instead of "I can't believe".

It is impersonal and does not focus

on the self.

It is personal and focuses on the self.

It is generally authentic. It is not usually authentic.

It is concerned with academic

essays and short-answer

responses.

It is concerned with uncontrolled

writing and has unlimited answers.

It is concerned with letters of

recommendations.

It concentrates on personal writings

that are very special, and it expresses

passions.

(Table 4)

2.2 Fields of writing

Actually, there are many fields of writing in terms of content and

function. The most famous fields are:

a)-Academic writing: The word 'academic', obviously defines and describes

the shape and the nature of the content concerning the text. It refers to

something meaningful, authentic and based on scientific logic limitations.

Thus " Academic writing is a style of writing: just as if you write a short story

or a newspaper article, there are rules to follow. Following these rules makes

you a more credible, convincing writer. It can also help you get better marks

because your information is clearly presented. Academic writing is concerned

17

with facts rather than vague assumptions". (James cook University, Australia,

Learning, Teaching and Student Engagement,

www.Jcu.edu.au/students/Learning-Centre).

Therefore, academic writing helps students get straight to the point,

away from redundancy and enlargement. It helps them acquire the skills of

clearness, authenticity and preciseness.

At any rate, it urges students to depend on reliable sources,

authoritative references and examples taken from a wide range of disciplines.

It tries to be precise and unbiased. Furthermore, academic writing is very

valuable, in a sense that readers and teachers can pleasurably consider it.

"Academy writing tends to be impersonal in style in order to be objective. This

makes it sound formal. There are many points help one to write academically.

That is to say, one should limit the use of first person pronoun; use complex

noun phrases with prepositions, use nouns as subjects of active verbs, and use

passive forms which focus attention on the verb not the person". (Oxford

Advanced Learning Dictionary, 9th edition, UK, 2015, p1823).

In order to master academic writing, EFL students need continuous

training; they are required to write only one paragraph a day or one sentence,

and read academic essays, newspapers and scientific topics. Nevertheless,

EFL students should keep in touch with grammatical references, online tests,

writing researches and seminars to strengthen their level.

Likewise, EFL students are required to write by imitation. In other

words, they have to imitate and simulate specific writing styles, and keep

reading some authors' pieces of writing. Students think that their style is both

clear and appealing.

There are common types of academic writings as in the table which

shows the most common types of written works produced by students:

(Bailey, Stephen, , 2011).

18

Notes A written record of the main points of a text or lecture for

a student’s personal use.

Report A description of something a student has done e.g.

conducting a survey.

Dissertation The longest piece of writing normally done by a student

(20,000 words) often for a higher degree on a topic chosen

by the student.

Paper A general term for any academic essay, report,

presentation or article.

Essay The most common type of written work, with the title

given by the teacher, normally 5000-1000 words.

Project A piece of research, either individual or group work, with

the topic chosen by the student(s).

(Table 5)

Correspondingly, the information mentioned in the table can prepare a

very rich infrastructure and strong background that foster the students' skills

of writing.

b) - Literary Writing: Plainly, literary writing is related to literary genres such

as: poetry, prose, and novels. Otherwise stated, literary writing is very close to

feelings, emotions, good and influential expressions. It is intended to use

precise words. On the other side, literary writing is interested in the

techniques: cohesion, harmony and accuracy besides others, for example:

-Personification:" It means attribution of personal qualities i.e the

representation of a thing or abstraction as a person or by the human form. It

can also be defined as a divinity or imaginary being representing a thing or

abstraction." (Merriam Webster, 2019).

Using personification, which involves giving a thing, idea, animal, or

anything else that is not human qualities that are normally associated with

19

people. (E.g., sun can't smile/ flowers can't speak/ dawn cannot yawn). Here

is some famous examples of personification:

Lightning danced across the sky.

The wind howled in the night.

The car complained as the key was roughly turned in its ignition.

Rita heard the last piece of pie calling her name.

My alarm clock yells at me to get out of bed every morning.

The avalanche devoured anything standing in its way.

The door protested as it opened slowly.

My house is a friend who protects me.

The moon played hide and seek with the clouds.

The approaching car's headlights winked at me.

The camera loves her since she is so pretty.

The stairs groaned as we walked on them.

Therefore, personification helps EFL learners expand their

imagination, and broaden their thinking. EFL learners are to become more

engaged in the process of writing.

The participants in this study are very much concerned with literary

writing with the aim of going deep into the uses of the target language, and

knowing the components and the roots of its culture.

-Alliteration and assonance: Alliteration is to write something poetic that

refers to using the same sound, usually a consonant at the beginnings of words

near each other in a sentence. On another note, assonance is the use of vowel

sounds within words near each other in a sentence such as the long ‘e’ and ‘i’

sounds in ‘The Raven’ by Edgar Allen Poem:

"ONCE upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore,—

While I nodded, nearly napping, suddenly there came a tapping,

As of someone gently rapping, rapping at my chamber door.

20

"'T is some visitor," I muttered, "tapping at my chamber door;

Only this and nothing more. "(Thomas R. Lounsbury, ed. (1838–1915).

-Hyperbole:

Hyperbole is very engaging, and can be considered the most exciting

literary technique. It involves using exaggeration to make a point or get an

idea across to the reader. We can find an example of hyperbole in W.H.

Auden’s ‘As I Walked One Evening’:

"As I walked out one evening,

Walking down Bristol Street,

The crowds upon the pavement

Were fields of harvest wheat.

'I'll love you, dear, I'll love you

Till China and Africa meet,

And the river jumps over the mountain

And the salmon sing in the street".

Accordingly, the poet uses exaggeration to show that he loves the

person he is addressing in the poem for good.

-Metaphors

Long time ago, writers used metaphors to describe or refer to something

by mentioning something else. The link between the two things referred to in

the metaphor might not be readily apparent, for example, Shakespeare wrote

the famous metaphor ‘All the world’s a stage’.

The world is not literally a stage; he’s comparing the world to a stage

on which men and women are actors, making the line a metaphor.

All the world's a stage,

And all the men and women merely players;

They have their exits and their entrances,

And one man in his time plays many parts,

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His acts being seven ages. At first, the infant,

Hugging and loving in the nurse's arms.

Then the whining schoolboy, with his satchel

And shining morning face, creeping like snail

Unwillingly to school. And then the lover,

Sighing like furnace, with a woeful ballad

Made to his mistress' eyebrow. Then a soldier,

Full of strange oaths and bearded like the pard.

-Similes

Similes and metaphors are very similar as regards the content. The

difference is that similes must include a connecting word such as ‘like’ or ‘as’.

An expressive example of a simile is from the poem ‘A Red, Red Rose’ by

Robert Burns:

O my Luve's like a red, red rose,

That's newly sprung in June:

Here is an example of literary writing by one of EFL writers. It is the

researcher himself. Ii is a short essay entitled: Souls and seasons

Souls are the same as seasons by which the picture of the year seems to

be perfect.

Although the souls representing winter seem to be gloomy, strict, and

sometimes fearful but they symbolize seriousness, achievement and give the

enough fuel and energy to the coming splendid spring.

Although the souls representing spring give a wonderful sight of beauty,

they simultaneously get prepared to present another spectacle of beauty. It is

the beauty of summer by which the clear blue sky, the attraction of wet

shadows, and the innocent virgin lights emerge from the lips of the dawn to

form a charming picture of pondering and optimism. Although the souls

representing summer draw a very fine picture of entertainment and

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enjoyment, they, at the same time, ring the bell of the end putting the indicator

before the last chapter of the book of life.

The souls representing autumn symbolize the final stage of life. They

carry a noble message, namely, the green leaves, and the beautiful flowers

will fade and vanish one day.

Therefore, souls are the same as rainbow; many different colors

become harmonious and splendid as soon as rain and sunlight meet.

Souls, despite, diversities and differences, are quite abundant with

greatly nice meanings. (Alhussein, Badr, 2019).

c) -Media Writing: This kind of writing is generally directed, in a sense that it

has certain messages. However, media writing looks attractive because it is

presented via designing, info graphics, animation and drawings.

Therefore, media writing is very useful and beneficial to the English

Foreign Language (EFL), because it is flexible, clear, modern and keeping up

with the contemporary developments.

Yet, media writing can help EFL learners improve their diction in

order to interact with the changes and developments of the age in connection

with social media.

"Writing for Digital Media teaches students not only how to create

content as writers, but also how to think critically as a site manager or

content developer might about issues such as graphic design, site

architecture, and editorial consistency. By teaching these new skill sets

alongside writing fundamentals, this book transforms students from writers

who are simply able to post their stories online into engaging multimedia,

digital storytellers. ". (Carroll, Brian, 2010, page: 9).

Additionally, writing for digital media became very popular

nowadays, so EFL learners are asked to learn it and go deep into it. It, actually

characterizes the Information Age, and demonstrates our inner culture . It

23

facilitates the mechanism of communication between EFL learners and native

speakers or bilinguals from other cultures.

Thus, media writing is very helpful to the EFL learners, because it can

help them feel about the common and daily writing.

d) -Creative Writing: It is not traditional, but attractive, suspenseful, lucid and

coherent. It deals with ideas and thoughts from a new and interesting

viewpoint. Put differently, one feels harmony and being addicted to fiction.

Creative writing is whatever you want it to be i.e it could be shown in many

fields: poetry, prose, chemistry, medicine, physics, geography, politics,

communication history and astronomy.

"Creative writing as a distinct academic field – one with dedicated

courses and programs, with professors whose scholarship is entirely or

primarily original creative work, and with professional journals and books

devoted to reflections upon the field – is relatively new".(Earnshaw, Steven,

2007,)

These are many factors that lead to creative writing:

Believing what you write. Namely, to feel the words, meanings and

ideas

Choosing the proper vocabulary that is expressive and understandable

Avoiding repetition, redundancy and traditionality

Writing when your mood is well

Reading a lot about the topic you wish to write about

Consulting some professional and trusted readers

Taking a shortcut method of condensation

Reading some creative writers' works in many fields

Getting straight to the point using proper ways

Here is another example of creative writing by one of EFL writers.

It is a short essay by the researcher himself entitled (Fours).

24

The four most precious things in one's life are friendliness, youth,

time, and health.

The four potential things in one's life are knowledge, smartness,

flexibility and honesty.

The four noblest things in one's life are sympathy, delicacy,

forgiveness, and volunteerism.

The four most practical things in one's life are seriousness,

forbearance, quality, and commitment.

The four most inspiring things in one's life are reading, influential

persons' expertise, the handicapped achievements, and parents' wishes of

success.

The four most relaxing things in one's life are satisfaction,

faithfulness, self-trust, and moderation.

The four most useful things in one's life are sleeping, walking,

smiling, and good faith.

The four most important skills leading to one's success are the skill of

smart communication with others, the skill of adopting body language

positively, the skill of mastering language, and the skill of self- management.

The four most frustrating things in one' life are sadness, materialism,

loneliness, and greediness.

The four worst things in one's life are telling a lie, temptation,

ingratitude, and fanaticism.

Four things do not get old: love, innovation, hope, and courage.

Four things do not change nature, beauty of the spirit, rain smell, and

mothers' passion.

Four things do not come back again: trust, modesty, memory, and

age.

Four things do not stay for long : joy, sadness, reunion, and the color

of the hair.

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Four things one cannot forget forever: teacher's encouragement,

friend's loyalty, neighbor's co-operation, and the smell of mother's perfume.

Four things make you dear to people: satisfaction, avoiding curiosity,

objectivity, and smiling.

e)-Entertainment Writing: It means that writing is to be lucid, accessible and

lovable to the readers.

"Writing that is primarily entertaining includes fiction, personal essays

and sketches. Such prose will receive less attention here. It is certainly

important, but it is more remote from everyday needs than exposition or

persuasion". (Thomas, S, Kane, 2000)

Therefore, entertainment writing has many advantages taking EFL

learners into account.

It helps making writing a VERY lovely habit.

It makes writing very familiar to EFL learners.

It can develop the EFL level of writing.

It helps EFL learners acquire new vocabulary.

It helps EFL learners communicate well with native speakers.

f)-Functional Writing: This type of writing is very important because it is a

vital part of learning English, and it meets the demands and the needs of the

present time respecting communication and work environment. It can be

described as a practical writing. It helps EFL learners to write a letter, a report

or a review, your curriculum vitae, a job application letter, or a set of

instructions. Functional writing is important, practical and useful because it is

common and familiar to all specialists.

So, functional writing can help EFL learners show a mastery of the

daily used vocabulary, grammar and terms of the target language.

"Functional writing is the practice of expressing specific information

meant to mirror real-life scenarios such as how to make or do something,

26

giving advice, inviting someone to something or telling what happened in a

specific situation. Functional writing often turns a complex subject into

something that is more understandable to the reader. Teachers can help

students master this type of writing by assigning various functional writing

activities". (Fortney, Daelyn, 2019)

There are many strategies teachers adopt in this section, for example:

How to?

How to write a letter to your friend?

How to cover a gift?

How to make toast?

Book review: Students are asked to write a review about a book they

choose, a story they prefer.

Ambitions: Students are asked to express their dreams and inspiration in

the future.

How about if?

The teacher asks his students:

How about if you are a doctor?

How about if you become an officer?

How about if you are an engineer?

How about if you are a mayor?

2.3 Types of writing:

Realistically, types of writing define and clarify the motives and the

aims of the writer. What is the motive behind writing to express himself, to

persuade a friend with a certain idea, or to apologize for something

undisciplined? That is, the most famous types are the following:

a)-Narrative writing: This type of writing is related to novels, long essays

which the writer can write smoothly and spontaneously because he is not

restricted to a certain number of lines. Hence, the writer sets his pen free and

27

starts describing and expressing his feeling towards the idea that he wishes to

convey.

This type is difficult for EFL students, partly because it requires a

great deal of vocabulary and mastery of writing styles plus a sufficient

background about the idea.

Again, teachers ask their students in the advanced stage to write

essays about their hobbies, exciting events and adventures to train them and

help them to easily write.

Besides, a narrative writing aids EFL students in acquiring the

techniques of writing and using tenses, cohesion, linking words, idioms and

expressions, additional abbreviations and the freshest information concerning

the up-to -date issues. The following table summarizes the points of interest

of narrative writing:

Points of interest

-Novels -Long essay

-Personal adventures and incidents -Anecdotes

-Short stories -Novels

-Oral history -Poetry

(Table 6)

b)-Descriptive writing: This type is used, basically, by EFL students or even

native speakers to describe places, traditions, landscapes and effective

expertise in a very clear way. Otherwise stated, descriptive writing is widely

used in journal writing, plays, and novels in addition to the description of

nature.

Accordingly, through descriptive writing EFL students know how to

write in detail, and to make the readers feel satisfied with the clear and

understandable writings. Learners can use sensory details in order to present

the main ideas.

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Points of interest

-Journal writing -Description of places

-Description of nature -Description of feelings

-Novels -Plays

(Table 7)

C-Persuasive writing: This type is used specifically in the fields of

experimental sciences such as math, chemistry, physics and limitedly in social

and self-development skills. The writer does his best and brings the scientific

and logical facts and evidences to support his ideas, and help the readers to

reach conviction.

Consequently, through persuasive writing EFL students become

skilled at obtaining scientific evidences that strengthen, support their

argument and express their opinions.

Basically, the writer, through this type, can give very reliable

information and right points of view. However, people trust very much

persuasive writing because it is objective, logical, and very far from emotional

effects and personal attitudes.

Points of interest

-Propagandas -Drug information

-Letters of complaint -Review of items

-Medical reports - Recommendations

(Table 8)

d)-Expository: The purpose of this type is to clarify the subject without any

declaration of the personal opinions. This type of writing is very common in

presenting information about the basic questions of life like the factors which

cause diabetes, obesity and the number of calories or vitamins available in

fruits, vegetables, and bread.

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Points of interest

-Textbooks -How-to articles

-Recipes -Business, technical, or scientific writing

(Table 9)

2.4 The difficulties facing students in acquiring writing skills.

Factually, a writing skill is not easy to EFL learners to acquire because

it needs many stages, efforts, knowledge, techniques and motivation. Firstly,

EFL students suffer from the absence of familiarity, in a sense that the new

language seems to be very strange in terms of sentence structure, word

function in as well as the other factors: punctuation, abbreviations and other

techniques." It is said that we cannot really teach language; we can only create

conditions in which it will develop spontaneously in mind in its own way".

(Gomaa, 2010)

In addition, EFL students are overly accustomed to their native

language, and completely involved in its system and structure. That is why

they need much time and intensive practice to have command on the

techniques and penetrate the spirit of the second language they are learning.

Obviously, the stylistic features of their first language transfer in the target

language usage. The information that was stored in the learners' memories

throughout twelve years of learning established the symmetry in relation to

their first language. Thus, the observer, researcher and the teacher easily find,

similar repeated types of mistakes made by the participants in the first- year

writing course that is presently called a foundation year. "Teaching English

writing to Arab learners has many challenges. Therefore, they are more prone

to committing errors.(Mourtaga, K. 2004).

Again, EFL students feel confused every now and then because their

first language remains stable and deeply rooted in their minds, so it establishes

the priorities and the full importance.

30

The main challenges facing non-native speakers in writing is shown by

the following points:

a)-Words with silent letters. Namely, there are letters written but not

pronounced such as:

soften psychology should know

island psychiatrist would knee

wrong pneum could knife

although Listen debt knit

neighbor often doubt knuckle

bough write island knight

receipt wrap castle knowledge

Calm listen isle handsome

climb handsome Wednesday subtle

plumber dumb thumb lamb

Hedge bridge bridge sandwich

honest what daughter design

Half calf talk walk

numb dumb crumb crumb

fasten christmas butcher plumber

mechanic ghost mortgage match

Walk folk damn wedge

chalk coup descend salmon

(Table10)

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b)-Words with letters which are pronounced not as they look like:

rough sophomore nephew car

cough laugh tough Cup

enough school chaos Cairo

soccer thin their century

church echo schedule beach

usual ghost mechanic sure

procedure connection equation question

cohesion negotiation lieutenant Pizza

(Table11)

e)-There are confusing words when adding (ing) to them, or when they are

pluralized:

Right Wrong Right Wrong

months monthes offerings oferings

embarrassed embarrased beginners beginer

millennium millenium committees commitees

possession possesion sitting siting

harassment harrassment cutting cuting

guarantee guarante occurring occuring

audience audiance Tomatoes tomatos

clearance clearence photos photoes

(Table-12)

EFL students generally depend on their first language structurally and

semantically, and copy their native language almost completely. In Arabic,

sentences begin with verb+ subject+ object+ complement, while in English

sentences begin with a subject+ verb+ complement, so EFL Arab students use

the same structure. They write, for example:

32

English Arabic

-My sons play football. -Play my sons football.

- Girls love jewelry. -Love the girls the jewelry.

(Table -13)

However, in Arabic, adjectives post modify nouns while in English,

adjectives premodify them. So, EFL Arabic students use the same structure.

For example, they write:

English Arabic

-The red book is mine. -The book red is mine.

-The gifted players are golfers -The players gifted are golfers.

(Table -14)

In Arabic, the verb "feel" needs a preposition while in English it does

not. So, EFL Arab students use the same structure. They write for example:

English Arabic

-I feel happy. -I feel with happiness.

(Table -15)

In Arabic language, the verb be is not usually used to connect the

subject with the predicate whereas it is very essential in English:

English Arabic

-The house is clean. -The house clean.

-There are seven days in a week. -There seven days in a week.

(Table -16)

Actually, one needs to understand the grammar rules behind using the

verb ‘Be’. The key to solving this problem is not by sticking to your rules of

grammar again and again, it’s by speaking in English unconsciously without

translating.

33

2.5 The difficulties students face in acquiring reading skills.

Plainly, reading and writing are complementary and interdependent

skills, in a sense that when one is writing he is simultaneously reading and

vice versa. Consequently, when one reads he actually depends on something

written like texts, essays and diagrams.

From another point of view, there are some reading problems that Arab EFL

students face; these challenges are classified into four main categories:

(Mourtaga, Kamal, 2010).

a).Problems related to the misunderstanding of the reading process

Reading skill requires many techniques to educate both the readers and

the listeners. Readers should pay attention to grammar, punctuation and

semantics. "The process of constructing meaning through the dynamic

interaction between the readers' existing knowledge, the information

suggested by the written language, and the context of reading situation".

(Weaver, 1988).

Not only should the reader be calm, deep and sensitive to the words he

reads, but he also should take the conditions of the listener into consideration

as well.

b).Problems related to insufficient competence in the use of English

To rephrase it, Arab EFL students are not well-trained, so they

generally feel confused when they face words like: soccer, schedule,

knowledge, rough. They do not know exactly whether the 'u' in the word

'rough' is pronounced as /f/ or is not pronounced at all as in 'through'.

"There are three categories of factors that affect comprehension:

factors in the reader (interest/ motivation, fluency and metacognition); factors

in the text (concept density, organization, and style); and readability (length

of sentences and difficulty of vocabulary). If the students do not have the

above categories of knowledge, and the teachers are unaware of the factors

34

that affect comprehension, then, the reading for these students will be difficult,

slow and with little comprehension. In other words, these readers do not have

the “reading competence” that enables them to become proficient readers.

This lack of competence seems".(Wood, M. (1999)

First and foremost, something else should be mentioned here regarding

competency; it is that the reader should read various kinds of subjects.

Namely, he should read literature, economy, science, geography and

mathematics. The more a person reads, the more competent he will become.

c).Problems related to the differences between Arabic and English

In truth, there are many differences between English and Arabic. Some of

which are:

-Arabic has 28 letters, while English has 26 letters.

-Arabic is written from right to left, but English from left to right.

-Arabic has letters or rather voices which are not found in English:

( -ظ-ح- خ-غ-ض )

-In Arabic, capital letters are not needed at the start of a sentence.

-In Arabic, there is a great importance attached on the tanween and the

(tashkil) short vowels (fatha, dhamma, and kasrah).

Thus, Arab EFL students have to double their efforts, and help

themselves to be good enough at the structural and semantic systems of

English in order to be able to avoid the reading problems they will probably

face.

2.6 E-Learning

E-learning stands for electronic learning. It allows persons to take

courses via electronic devices such as computer, Tablet, ipad, ipod, etc. It can

be defined as a new way of learning which depends on electronic or digital

tools more than the human factors. In other words, e-learning provides an

entirely new learning environment for students, thus requiring a different skill

35

set to be successful" (Romiszowski, 2004). "The term e-learning comprises a

lot more than online learning, as the letter “e” in e-learning stands for the

word “electronic”, e-learning would incorporate all educational activities

that are carried out by individuals or groups working online or offline".

(Naidu, S, 2006)

Furthermore,"E-Learning today may be associated with computers and

the internet specifically, but has come a long way with its history actually

dating back to the 1920s, when radio was the dominant communications

technology. For example, over 170 educational institutions in the United

States used radio during the 1920s to provide educational programming."

(Simonson, Smaldino, Albright & Zvacek, 2003).

In addition, e-learning commonly refers to the intentional use of

networked information and communications technology in teaching and

learning". (Som, Naidu, 2006).

At this point, the researcher is going to highlight the significance of e-

learning in education in the present time, and discusses its validity in helping

EFL students acquire writing skills. He, also, argues the possibility of whether

e-learning will replace the traditional classroom teaching or not.

Presently, the concept of e-learning is becoming very popular as the

numbers show; the majority of the students aged fifteen and over are able to

use a wide variety of social media, and electronic machines such as ipad,

mobiles, iPod, PlayStations, Sony games, Tablets, etc. In other words, they are

open-minded and have a serious chance to develop their writing skills.

Contrarily, they may use these electronic machines in entertainment and

waste their time. Accordingly, the teachers' and the parents' pieces of advice

play a very serious and effective role.

36

2.7-Characteristics of E-Learning:

a)Speed: It means that one can find the information he is looking for easily

and quickly. Besides, one can log on to science websites that connect

students to universities, institutions and research centers.

b)Flexibility: It means e-learning offers many options and aspects as regards

the intended item.

c)Accuracy: It means that every piece of information or idea should

be accurate, exact and true.

d)Liability to development: E-learning programs are generally liable to

developing, modifying and updating.

e)Updating: It means that information is liable to updating regarding ideas,

diagrams, statistics, etc.

f)knowledge sharing: E-learning helps learners to share knowledge with

others from far and wide. That is to say, information, skills, plus

experiences are exchanged among people, friends, families, and

communities.

2.8-Benefits of E-learning:

As a matter of fact, e-learning has got many benefits and advantages:

o E-Learning is very important for accelerating the cycle of

knowledge in all aspects of life.

o It has many entertainment fields which can attract students to the

environment of learning.

o It provides multi-choice questions and different experiences.

o "E-learning is important for education because it can improve the

quality of the learning experience, and extend the reach of every

lecturer and tutor.

o E-learning can help remove barriers to achievement by providing

new and creative ways of motivating and engaging pupils and

37

learners of all abilities, enabling and inspiring everyone to attain

their educational potential.

o E-learning can support learning by offering differentiated learning,

particularly for those who need support in literacy, numeracy and

ICT.

o E-learning offers a wide range of tools to enable teachers and

learners to

o be innovative, creative and resourceful in all learning activities.

o Teachers and learners can easily customize digital learning

resources to suit pace and level, appropriate to any learning style

and ability.

o E-learning creates on-line communities of practice. The Internet

can bring learners, teachers, specialist communities, experts,

practitioners and interest groups together to share ideas and good

practice.

o -E-learning can provide an individualized learning experience for

all learners, including those who are disadvantaged, disabled,

exceptionally gifted, have special curriculum or learning needs or

who are remote or away from their usual place of learning.

o E-learning can facilitate wider participation and fairer access to

further and higher education by creating the opportunity to start

learning and to choose courses and support according to the

learners’ needs.

o E-learning provides personalized learning support through

information, advice, and guidance services. It can help learners

find the course they need, with a seamless transition to the next

stage of their learning, including online application or enrolment

and an electronic portfolio of their learning to take with them.

38

o E-learning provides virtual learning worlds where learners can

take part in active and creative learning with others through

simulations, role-play, remote control of real-world tools and

devices, online master classes, or collaboration with other

education providers".( International Journal of Academic Research

in Business and Social Sciences January 2012, Vol. 2, No. 1 ISSN:

2222-6990 209 www.hrmars.com/journals).

2.9- Disadvantages of E-Learning:

o It helps EFL students to do the least average of efforts during the

learning process. Namely, they rarely go to the libraries to search for

anything.

o It makes some students rely on very easy sources of knowledge in

documenting information.

o It helps some students feel inactive and lazy about the process of

learning in general.

o It doesn't help students to interact in a good way i.e without face-to face

learning.

2.10 Teaching writing via electronic applications and programs

Obviously, teaching writing via applications and electronic programs is

something easy and beneficial when teachers master theoretical and practical

knowledge. In addition, they should be professional not only in using the tools

of technology but in using the needed alternatives when necessary.

At any rate, the new generation prefer learning via electronic

applications more than learning via traditional methods. There are many ways

that help in teaching students who are going to join faculties of English

language. Some of the methods are:

a)-Automation: Automation helps teachers deal easily with a great number of

students in the halls of the universities or institutions. They can insert their

39

notes and feedback via electronic applications. Modern applications can offer

the courses with many programming services which facilitate the teachers'

mission.

b)-Grammar and spelling check: There are many modern and useful

applications, which aid students in correcting their spelling mistakes such as:

Grammarly application (https://www.grammarly.com/.

This application can edit, correct all grammar errors, offer choices and

enhance students' writings whether they are texts or words. In addition to

Google corrector which helps, to some extent, get the appropriate

paraphrasing.

Students can use the feedback to make changes before handing in a

paper and breaking it down into more manageable chunks so that they won’t

be overwhelmed. While programs like these are still evolving, they will

undoubtedly become a go-to tool to help tutors teach students how to write in

the coming decades.

c)- Producing visual data and reporting: Writing-focused software is also

available to help teachers keep an eye on student progress as they produce a

paper or complete an assignment. This kind of data can make it possible for

students to get help from start to finish not only from their teachers but also as

they write each word of an assignment.

d)- Collaboration: Electronic applications helps students interact

spontaneously and easily with the learning process in general. They are filled

to the brim with excitement especially when there are interactive content ideas

such as: photos, videos, entertainment and new information. Teachers can

provide feedback or watch students provide one another with feedback as they

go, then step in during summative assessment to assess the final product (i.e.,

the piece of writing) and the feedback and the use of the writing process itself.

40

e) - Using personal mobiles: Students nowadays have mobiles with high

capacity so that they can download many applications that help them improve

their interaction during the class or out of the official learning period.

To put in another way, they can write notes or ideas, get information,

search for pictures and locations and use the spelling corrector.

f)- Helping students publish and promote their own ideas: Teachers ask

students to create blogs, because they encourage students to create writing that

is geared toward a wider audience, which can give quite different results than

asking students to craft an essay or a journal that will be read by the teacher

alone.

Actually, there are a number of education-centered blogging sites that

can help to address any security and safety issues parents might have and still

allow students to craft publishable writing.

On these sites, students can work together to craft a classroom blog or

work independently to develop a blog on a given topic. Much of the writing

students will do in their future work may be digitally based, so learning to

write in the digital sphere is a key skill to developing.

What’s more, most kids love getting the chance to share their writing

through a blog and then promote that content on social media or even promote

their social media through a blog!–so it can be a great motive for reluctant

writers.

g)- Social media: Really, social media plays a very significant role in helping

EFL students improve their writing skills, because they chat with their friends,

and write some notes and comments.

Generally interacting with social media empowers EFL students

comprehend the techniques of reading and writing skills simultaneously.

Namely, writing is a lame skill that can't stand by itself. Moreover, they

become well-trained and familiar with the target language.

41

2.11The relationship and the interaction between reading and

writing:

There are many similarities and interference between reading and

writing skills. Put differently, when the students write a sentence or a

paragraph, they read what they write at the same time.

Reading helps EFL students evaluate and improve their writing in

terms of style, punctuation and accuracy.

Likewise, reading helps EFL students acquire new vocabulary and new

experience together."

THE CONNECTION BETWEEN WHAT A PERSON READS and what

that person then writes seems so obvious as to be truistic. In addition, current

research and theory about writing have been content to leave the relationship

as a truism, making no serious attempt to define either mechanisms or

consequences of the interplay between reading and writing. The lack of

attention to this essential bond of literacy results in part from the many

disciplinary divorces in language studies over the last half century: speech

has moved out taking Rhetoric with it; Linguistics has staked a claim to all

skilled language behavior, but has attended mostly to spoken language;

Sociology and Anthropology have offered more satisfactory lodgings for the

study of the social context and meaning of literacy; and English has gladly rid

itself of basic reading to concern itself purely with the higher reading of

Literary Criticism. Writing in its three incarnations as basic composition,

creative writing, and the vestigial advanced exposition, remains an

unappreciated houseguest of Literature. All these splits have made it difficult

for those of us interested in writing to conceive of writing in terms broad

enough to make essential connections: our accommodation has been to focus

on the individual writer alone with the blank piece of paper and to ignore the

many contexts in which the writing takes place ". (Bazerman, Charles, 2014).

42

In conclusion, reading can affect writing positively, and improve it as

follows:

o Reading can improve comprehension, and broaden your thinking in the

target language.

o Reading helps EFL students sharpen their style and techniques as

regards writing skills.

o Reading encourages EFL students to write academically.

o Reading helps EFL students appreciate English.

o Reading helps EFL students to have good ideas about other global

cultures in some basic aspects of knowledge.

At any rate, writing activates EFL students to read pieces in many fields

like: literature, prose, novels and plays.

2.12 Previous Studies

Many studies were conducted to analyze errors made by Arabic EFL

learners in their writings. Other recent studies show similar findings

concerning Arab EFL students ,that is, serious problems in witting English

that would hinder their ability of expressing their thoughts on paper.

At the same time there were many studies that discussed the impact of

e-learning on developing EFL writing skills.

Factually, I have benefitted from a series of previous studies that nearly

tackled some topics similar to this study.

The first study of benefit theme was done by Ruwaida Abu Rass,

which is entitled:

(Challenges Facing Arab Students in Writing Well-Developed

Paragraphs in English)

The participants in this study are first-year students: EFL learners. They

come from the same geographical area, aged 19-21 years.

This study aims to investigate the problems facing Palestinian Arab

students in learning English as a foreign language (EFL) in developing well-

43

woven paragraphs in English. Otherwise stated, the stylistic features of their

first language, Arabic, transfer into the target language, English. For example,

they tend to write long sentences with coordinating conjunctions, repeat

themselves and argue through presentation and elaboration, and often beat

about the bush and repeat phrases before stating the main points.

The data of this study has been collected for the last fourteen years and

included samples of 205 students, which show similar repeated types of

mistakes made by the participants in the first-year writing course. The

collected data shows that students face many problems in writing a good piece

of writing as well as concluding sentences, supporting details by adding

examples and reasons and using discourse markers appropriately. To help

these learners write good samples of paragraphs in English, a variety of

approaches such as contrastive analysis, error analysis, and the process

approach have been employed.

The findings clarified that by the end of their first school year at the

college, most of the students succeeded in writing good topics and concluding

sentences. However, there are many common notes:

o Giving supporting details including examples and reasons is not fully

mastered.

o The English writing style is not completely mastered and still needs

much practice: some students keep on transferring the style of Arabic

writing; and developing a cohesive paragraph by using the right

coordinators and transition words.

The most important things that I benefited from this research promoted

the truth that EFL students are very close to and very impressed by their first

language, that is why, they need a lot of time and very intensive training,

especially in writing, to raise their writing skill level.

44

The second study: It is entitled: (Effects of E-learning on Language

Learning). It was done by three researchers: Neda Mohammadia, Vahid

Ghorbanib, Farideh Hamidiab. In 2010.

The aim of this study was to show the effects of e-learning and compare

it with traditional form of language learning. They try to mention these

matters in an explicit way. They try to explain different parts of e-learning and

their effects on language learning and finally try to answer the raised

questions.

As the world progresses, the use of e-learning, electronic devices,

internet, and computers in teaching and the learning process increases too.

We have to naturalize ourselves to it and improve our abilities to use

technology so as to expand our knowledge. The more teachers and learners

get familiar with technology, the more they can integrate it with teaching,

which provides teachers with practical and creative ideas and makes them

create their own eclectic approaches.

The aim of this study is to organize some programs to teach educators

and learners how to use the electronic devices in learning such as the Internet,

the computer and other applications, and increase their information about

multimedia and other devices which can be used for language learning and

thus they can keep up with the world.

The useful content that the researcher benefitted from this study is that:

EFL learners should familiarize themselves with using electronic

devices and investing them completely in improving their writing skills.

Also, EFL students should have ideas and skills to overcome the

emergency breakdowns.

Online games helps EFL students improve their skills not only in

writing but in all other skills: reading, listening and speaking for

language is considered interdependent and one unit. Namely, games are

interesting and attract more attention from children and learners- they

45

can affect directly the following parts of language learning: vocabulary,

pronunciation and the techniques of writing.

Internet and multimedia: Internet and multimedia technologies are the

basic enabler of e-learning, with content, technologies and services

being identified as the three key sectors of the e-learning industry.

Additionally, using internet empowers EFL students choose their own

methods, read the preferred magazines to them and join chat rooms.

E-Learning activities: The most beneficial activity is chatting, in a sense

that it provides lots of conversations and discussions which develop

students’ fluency and exchanging ideas and experiences. On the other

hand, the choice activity module enables a teacher to ask a single

question and offer a selection of possible responses. It is useful when

teachers want to stimulate students’ thinking via a poll or would like to

test their understanding. This again allows them to use the language and

to be exposed to their peers’ views through votes. Moreover, database

activity module enables participants to create, maintain and search a

collection of entries (i.e. records). The structure of the entries is defined

by the teacher as a number of fields. The HotPot activity allows

teachers to distribute interactive learning materials to their students via

Moodle and view reports on the students’ responses and results.

At the end of the study, the researchers summarize the advantages of

the E-Learning Moodle as follows:

o It is an interactive and appealing mode of instruction and

learning.

o It motivates students and increases their global awareness.

o It encourages learners to work independently as each student can

work on different tasks with the integrated learning environment.

46

o It improves students’ language skills as they practice reading,

listening, speaking and writing via the different e-learning

resources and tasks.

o It increases human sustainability as students acquire skills,

attitudes and attributes that benefit themselves and others and live

in the long-term future.

47

CChhaapptteerr TThhrreeee MMeetthhooddoollooggyy

48

3.0 Introduction

In this chapter, the researcher is going to talk in detail about the

experimental method he used in his research in addition to the instruments

used in this research clarifying the steps he followed.

First and foremost "A methodology is a set of methods used in doing

something". (Oxford Advanced Learner's Dictionary of Current English,

(2015)

It can be defined as" A scientific method which involves observing

and describing the behavior of a subject without influencing it in any way".

(https://explorable.com/descriptive-research-design)

This methodology is based on many scientific disciplines, such as:

social science and psychology, and used in order to take a general overview of

the subject.

The results from an experimental research can in no way be used as a

definitive answer or to disprove a hypothesis, but if you know their

limitations, they can still be a useful tool in many areas of scientific research.

An experimental d methodology is very common in such researches, because

it helps the researchers form a complete idea about the scope of the study.

(Gall, Gall, & Borg, 2007).

That is to say, the data may be collected qualitatively, but it is often analyzed

quantitatively, using frequencies, percentages, averages, or other statistical

analyses to determine relationships.

On the other hand, the experimental method is a type of research

method by which the researcher "manipulate one or more independent

variables and measure their effect on one or more dependent variables.

Experimental design means creating a set of procedures to test a hypothesis".

Rebecca, 2019).

Basically, the instrument used in assessing the skills of students plays a

very important role as far as the results of this study are concerned. "When

49

assessment instruments are devised, the impact of the format of the tasks on

student performance, and hence on the definition of the construct that is being

assessed, must be carefully considered". (Pisa, 2009, 116)

Simply put, the more the researchers improve and develop the

instrument, the more they get exact, logical and real results that help them, in

turn, to find beneficial, proper and practical solutions to the problems they are

tackling. "The flexible and responsive nature of assessment for learning

practice is a “key feature and one that undermines consistent application and

standardization." Hanover Research, 2014, 6).

On another note, the instrument plays a very outstanding and effective

role to develop the learning process as a whole "The implementation of

educational policies and practices is closely linked to the assessment of

student learning, as it enables the monitoring of progress and achievements,

the improvement of teaching in the classroom, the improvement of policies

and the assessment of program effectiveness, among many other objectives.

To ensure that assessment achieves its purposes, it is essential to make an

appropriate choice of the learning assessment instruments to be used".

(Covacevich, C, 2014, 1)

3.1 Participants

Obviously, this research is applied to the first-year students in King

Saud University, Faculty of English, in Riyadh city for the academic year

2020. The researcher took permission from the authority to apply the tests.

The students are fifty males who represent various social, material and

cultural backgrounds. The students have been divided into two groups.

The scientific level and the mental powers of the participants,

necessarily, are not the same concerning the skills of writing. They are divided

into three levels: (primary, intermediate, and advanced).

50

That is to say, the intermediate level students represent about 65%, the

primary level student represents about 10%, while the advanced level student

represents about 25 %.

Yet, they are nearly suffering different circumstances: the environment

of the process of learning and habituation and being in place as well.

All the participants have a good communication with social media, and

electronic machines such as: iPhone, Tablets, ipad, mobiles, iPod,

PlayStations, and Sony games, etc. In other words, they are open-minded and

have a serious chance to develop their writing skills.

Correspondingly, the halls that they learn in are provided with

electronic programs. Namely, the courses they depend on are interactive in

general.

Contrarily, they may use these electronic machines in entertainment and

wasting time. Thus, the teachers' and the parents' pieces of advice plays a very

serious and effective role.

3.2 Instrument

The researcher used the pre-tests and the post-tests to measure the

students' writing skills of the groups. That is to say, he chose them as samples.

As for measuring the writing skills, the researcher prepared seven main valid

and reliable questions that suit the mental, educational and social background

of the participants. On another note, reliability and validity are two vital and

central concepts for every researcher.

As for measuring the skills of writing, the researcher has selected an

attractive, various and comprehensive questions. "There is a number of

advantages for using test to measure student achievement. Institutional

comparisons of student learning are possible,nationally developed tests are

devised by experts in the discipline". (Miame Dade College, 2009, 2).

51

3.3 Procedure

The researcher has already prepared the pre-test questions(7: questions)

according to the content of the previous curricula they studied in the primary,

intermediate and the secondary stages, and sent them to four supervisors.

They are: prof. Tahir Badanjki in Al-Zaytouna University in Jodan, Prof.

Mohieddin Homeidi in Aleppo University in Syria, Prof Nahed Ghazzoul in

Al-Zaytouna University in Jordan, and Dr. Mubarak Alqahtani in King Saud

University.

After that, he got feedback about the questions and comments from two

other persons specialist in assessments. They advise the researcher to identify

the purpose of every question concerning the skill it measures.

The researcher identified the skills as follows:

Questioning Skills

Scores The skill measured Question

20 This question measures the

comprehension skill.

1- Fill in the blanks with the suitable

words:


skill in linking clauses.

2- Match the halves of the sentences:


writing skill.

3- Read the following passage and

underline the incorrect words, then write

them correctly.

20 This question measures

punctuation skill.

4- Add the punctuation marks to the

following sentences as needed:


memory skill.

5- Think and then write the suitable

synonyms for the following words:

10 This question measures

grammar skill.

6-Circle the word or phrase(a, b, c, or d)

which nearly means the same as the

underlined ones:


composition writing skill.

7- In no more than 250 words, write an

essay about one of the following topics:

(Table-17)

52

Finally, he sent the pre-test to the supervisor

Dr. HASSAN MERGANI M. AIDAROOS

Who gave him some advice notes.

Then the researcher made a diagram to evaluate the students' skills of

writing. He, actually, identified the most fifth micro skills: spelling, accuracy,

vocabulary, cohesion and paragraph writing.

The researcher, initially, sent the pre-test to the persons concerned

with teaching the course of writing who, in turn, distributed the papers to the

participants.

53

College of Graduate Studies and Scientific Research

BY THE RESEARCHER: BADR M. ALHUSSEIN

SUPERVISOR Dr. HASSAN MERGANI M. AIDAROOS

King Saud University

College of Languages and Translation

Department of English Language

Pre and Post Tests

Student's Name: ………….………

Time: 120 minutes

Total Marks: 100 scores

-----------------------------------------------------------------------------------------------

This pretest measures the writing skills of the first-year students

in King Saud University - College of Languages and Translation.

Candidates are required to answer the following questions

depending on their prior knowledge of writing skills.

Fill in the blanks with the suitable words: -I

(2 marks each).

begun consider arrived on washed up a few main

more although indeed

1- Maher, you haven't ………… the dishes yet. Do them before you go to

school, please.

2- Muna's birthday is …….….. the 17th of May.

3- The more I exercise, the ……….. tired I feel.

4- The ……. thing in this type of situation is to remain calm.

54

5- The teacher asked the students …….. questions.

5- They are good friends, ……..they don't see each other very often.

6- The film had already ………. when we ……...

7- I know that you can ……..do better than that.

8- The speaker has to ………. the information gap which exists between him

and his listener.

1 mark each)Match the halves of the sentences: ( -II

1. I'll be late home tonight. …………………………………

2. He walked very slowly.…………………………………..

3. The restaurants were closed,………………………………

4. Amal went to the library,…………………………………

5. The number of people with diabetes is growing ..…………

6. It was still painful,…………………………………………

7. If I study more,……………………………………………

8. The place is miles away. ……………………………………

9. Let me think…………………………………………………

10. Children should behave themselves,…………………………

a-because of his bad leg.

b- I learn more.

c- where I put the letter.

d- but her sister didn't.

e- It is too far to walk.

f- so I didn't get any sandwiches.

g- I've got loads of things to do at work.

h- and so should adults.

i- partly because of an increase in levels of obesity.

j- so I went to see a doctor.

55

III- Read the following passage and underline the incorrect words,

then rewrite them correctly way in the table below: (1 mark each).

The dialoge that parants practice with thier children, and teachers practice

with their students, shoud follow the methods of kidness and gentleness,

persuesion and explanation, away from estrangement and cruelty, beating and

repression, scolding and suppresion, and margenalization and exclusion.

Schools are the best and the healthiest enviroment to help students develop a

deap love and belief in dialogue.

b- a-

d- c- f- e-

h- g- j- i-

Add the correct punctuation marks if needed: -IV

( 1 mark each).

a)- The Nobel Prize was named after Alfred Nobel who was a Swedish citizen ( )

b) - Yesterday ( ) I heard this information from my friend ( )

c)- My friend is very poor ( ) but he is happy ( )

d)- He likes reading short stories ( ) coloring and watching TV ( )

e)- What a lovely day ( )

f)- Do you speak French ( )

g)-You're Spanish ( ) aren't you ( )

h)- I like your brother ( ) he is a good friend ( )

i)- He is an editor-in-chief of the magazine ( ) isn't he ( )

j)- What a lovely view you have here ( )

k)-Do you like tea ( ) Yes ( ) I do ( )

l)-I would like to visit Ahmad ( )

56

Think and then rewrite the suitable synonyms for the -V

1 mark each)following words: (

The synonym The word The synonym The word Irritate Important Run Cheap polite Hard handsome Answer greedy famous

VI- Circle the word or phrase ( a, b, c or d ) which most nearly

means the same as the underlined ones: (10 marks)

down the stairs. tumbledThe old man -1

a)- liberal

b)- not convinced

c)- fell

d)- called

his friendly attitude? brought aboutWhat -2

a)- caused

b)- altered

c)- gave in

d)- exposed

candid.They were astonished when the politician promised to be -3

a)- bitter

b)- sour

c)- beautiful

d)- truthful

57

rowdy.When she was ten years old, she was quite -4

a)- coward

b)- generous

C)- raucous

d)- introvert

deception.We suspected the whole tale because it was an elaborate -5

a)- stupid

b)- invitation

c)- hoax

d)- senile

in the Middle Ages. incredibleThe theory that the earth is round seemed -6

a)- unbelievable

b)- complicated

c)- famous

d)- attractive

their talks a week later. carry onThey will -7

a)- cancel

b)- continue

c)- appropriate

d)- mediate

ion of the earth round the sun creates the change of seasons.mot perpetualThe -8

a)- diverse

b) -ancient

c)- ability

d)- constant

58

victory was on our side. ultimateAfter many defeats, the -9

a) -only

b)- true

c)- final

d)- initial

her nerves. hesootThe doctor gave her some medicine to -10

a)-deaden

b)- douse

c)- jangle

d)- calm

VII- In no more than 150 words, write about one of the following topics:

(20 marks)

a)- Communication through text messaging helps students very much to

master writing skills. Do you agree or disagree?

b)- Body language plays a very vital role in the success of dialogue as far as

dialogues about daily routines are concerned. To what extent do you agree?

-……………………………………………………………………………

-……………………………………………………………………………

-…………………………………………………………………………….

-…………………………………………………………………………….

-……………………………………………………………………………

-……………………………………………………………………………

-…………………………………………………………………………….

-…………………………………………………………………………….

-……………………………………………………………………………

-……………………………………………………………………………

-…………………………………………………………………………….

-…………………………………………………………………………….

The End

59

After the researcher applied the pre-test writing on the participants:

(50 students divided into two groups, with 7 questions for each- and 100

marks), he waited for 3 months and applied the post test.

During the period between the pretest and the post test, the researcher

provided the lecturers with the results of the first test and in the light of that,

they focused on the skills that students most need.

It is worth noting that learning process in this period has become

electronic and remote due to the outbreak of Covid 19.

Then, he asked one of the experts in the fields of assessment and

evaluation help to find the percentage of the marks the students obtained.

In spite of the difficult way the researcher followed in connection with

assigning the marks, he was waiting for the results to help him investigate the

research questions in the light of the final results.

The research questions are:

1. How does the use of e- learning, inside and outside the classrooms

develop the learners' writing skills?

2. How does the TABLET, which is provided with an interactive course,

help students improve their writing skills?

3. To what extent are teachers equipped to adopt interactive approaches in

the classroom as advised by the Saudi MOE?

4. How can the pedagogy adopted by the teachers help learners handle

their spelling and stylistic mistakes?

5. To what extent can the classroom environment affect positively helping

students to master the writing techniques?

60

The 1st group students' pre-test scores are as follows:

Participants

1st Q 2nd Q 3rd Q 4th Q 5th Q 6th Q 7th Q Total

100 marks 20 10 10 20 10 10 20

1 8 6 6 7 6 4 6 42

2 8 4 4 6 9 3 2 36

3 10 5 3 5 7 3 3 36

4 12 6 5 7 7 5 7 49

5 12 8 6 5 8 5 9 53

6 10 6 4 8 6 7 8 49

7 8 4 2 6 8 1 0 29

8 10 6 6 8 6 3 4 43

9 10 4 4 7 5 5 3 38

10 16 8 6 6 8 6 10 60

11 6 4 6 4 6 1 2 29

12 6 4 5 6 5 3 0 29

13 16 6 8 9 8 6 12 65

14 14 6 7 6 6 5 8 52

15 10 6 8 6 8 4 6 48

16 12 8 6 4 6 5 4 45

17 14 7 10 8 7 6 8 60

18 12 9 7 9 12 5 8 62

19 8 2 5 6 5 3 0 29

20 8 4 7 5 5 2 4 35

21 8 4 7 5 5 2 4 35

22 10 5 5 3 4 2 5 44

23 12 6 7 4 5 3 6 43

24 10 3 5 6 3 1 2 30

25 6 3 3 4 4 2 3 25

(Table-18)

61

The 2nd group of students' pre-test scores are as follows:

26 6 2 2 3 3 1 0 17

27 8 5 4 4 4 2 4 31

28 10 5 3 5 5 3 7 38

29 12 6 6 4 6 4 3 41

30 10 3 5 4 4 5 5 36

31 12 6 7 6 7 4 7 49

32 14 8 8 6 8 7 4 53

33 12 6 6 8 7 5 2 46

34 16 8 8 6 8 5 6 55

35 10 4 8 8 7 2 5 44

36 8 6 8 8 5 5 0 40

37 16 10 9 8 9 4 12 68

38 12 8 7 6 7 3 3 46

39 8 6 6 8 7 5 10 50

40 16 7 8 6 8 7 12 64

41 10 6 6 5 7 9 5 47

42 12 4 6 9 9 2 5 47

43 10 6 5 5 5 2 4 37

44 16 7 7 6 5 4 11 56

45 6 8 6 7 5 2 8 43

46 14 7 6 8 4 3 10 52

47 10 5 4 6 5 3 6 39

48 10 5 3 7 3 4 5 37

49 8 4 6 8 3 2 5 36

50 4 2 6 6 4 4 2 28

(Table- 19)

62

The 1st group of students' post-test scores are as follows:

Participants

1st Q 2nd Q 3rd Q 4th Q 5th Q 6th Q 7th Q Total

100 marks 20 10 10 20 10 10 20

1 12 7 8 11 6 6 7 57

2 14 6 6 9 9 5 6 56

3 16 7 5 8 7 5 5 53

4 18 8 6 11 7 7 11 68

5 18 9 7 9 8 7 14 82

6 12 7 6 12 6 9 13 65

7 12 7 4 9 8 4 3 47

8 14 8 7 13 6 5 7 60

9 14 6 5 9 5 7 6 52

10 18 10 8 9 8 8 15 76

11 10 6 8 7 6 3 4 44

12 12 7 7 8 5 5 2 56

13 20 7 9 15 8 8 16 85

14 16 7 7 10 6 7 12 65

15 14 8 9 9 8 6 9 63

16 16 9 8 5 6 7 8 57

17 18 9 10 11 7 8 11 74

18 16 10 9 15 12 6 11 79

19 10 4 6 7 5 5 2 39

20 12 5 8 8 5 4 8 50

21 10 6 7 7 5 5 6 46

22 14 7 6 5 4 4 8 48

23 16 8 8 7 5 5 9 58

24 10 5 7 9 3 3 5 42

(Table -20)

63

The second group of students' post-test scores are as follows:

25 12 6 5 8 5 6 5 47

26 16 4 5 5 3 3 2 38

27 12 6 6 6 6 5 5 46

28 16 7 4 7 6 6 9 55

29 14 8 7 6 8 6 5 54

30 12 4 6 5 7 7 7 48

31 12 7 8 8 8 6 11 60

32 18 9 9 9 9 8 7 69

33 16 8 8 10 8 7 4 61

34 18 9 10 8 9 7 8 69

35 14 6 9 11 8 4 7 59

36 12 7 9 10 7 7 3 55

37 18 10 10 11 7 6 16 78

38 16 9 9 8 8 5 5 60

39 12 9 7 11 6 7 13 65

40 18 9 8 9 7 8 14 73

41 14 8 8 6 7 10 8 61

42 16 5 8 14 8 5 8 63

43 14 7 6 8 9 4 7 55

44 20 9 7 8 9 6 14 73

45 10 9 8 10 8 4 12 61

46 16 9 8 9 8 4 13 67

47 14 8 6 10 7 5 10 60

48 14 7 8 11 8 5 9 62

49 12 6 8 13 8 4 8 59

50 8 3 9 8 8 6 5 47

(Table -21)

64

The researcher reached very important results in the light of the pre and

post-tests:

Project-based learning helps teachers think deeply of the definite skills

that the students should acquire, and the suitable strategies they have to

adopt.

Providing enrichment activities that help the students acquire skills, and

help teachers to save time and effort.

Self-regulation- based learning strategies can be considered very vital

and useful to students. To put it another way, regulation helps them be

systematic, definite and more serious. As a result, self-regulation is very

important i.e internal sense of responsibility grows gradually inside the

students. "Self-regulated learning training programs proved to be

effective, even at primary school level. Subsequent analysis tested for

the effects of several moderator variables, which consisted of study

features and training characteristics".(Educational Research Review,

2008, Volume 3, Issue 2, 2008, Pages 101–129).

Training Team-based learning is very beneficial because students

engage in learning seriously and interactively. In addition, training

helps them acquire their friends' learning techniques. Namely, training

is effective and provides a chance for students "to learn any missing

links in the chain and to develop the required abilities. Also, they must

learn the skill components (or some of them) so well that they can focus

attention on new aspects of the more complex task that is being

learned" (Reece, I, and Walker, S, (2011), 11th edition, 36 )

65

CChhaapptteerr FFoouurr DDaattaa AAnnaallyyssiiss

66

4.0 Introduction

The main aim of this study is to investigate the impact of online

resources on developing the first-year university learners' abilities of writing.

To achieve the research objective, data have been collected through taking

examinations before and after using a Tablet as a learning tool. The Tablet is

an electronic machine similar to a Laptop, provided with two applications.

The students who were non-native speakers of English are divided into two

groups: each group consists of twenty-five students. The number of students

is fifty. They were being tested before the application of the tablet was given

to them to evaluate their level in English writings skills, and their grades are

named pre-test scores.

After the application of the tablet as a tool of learning, their scores were

calculated and named post-test scores measuring six writing skills.

The six writing skills being investigated in this study include: Comprehension

skill, Sentence-combining skill, Punctuation skill, Memory skill, Grammar

skill, and Composition writing skill.

The data collected were entered and treated through using the Statistical

Package for Social Sciences (SPSS).

The researcher employs various statistical techniques or methods to

analyze the data, taking into consideration the research questions, and testing

the research hypotheses. Among the most important statistical methods used

descriptive statistics including mean, and standard deviation in addition to a

pair-samplet-test used to examine whether there are statistically significant

differences between students' scores in the pre and post-tests in order to

evaluate the effectiveness of using a tablet as a tool of learning for teaching

English language to non-native speakers.

67

Therefore, the projection of data analysis in this chapter will proceed as

follows:

Testing the equivalence of the students' pre-test scores

Examining the significant difference between pre-test and post-test scores

Calculating the level of improving the students' level

4.1 : Testing the equivalence of the students' pre-test scores

Table 4.1 presents the results of the t-test in the pre-test to

examine the equivalence of scores.7

Skills Groups Mean SD T-test Df P-value

Comprehension Skills Group1 10.24 2.85

-0.641 48 0.53 Group2 10.80 3.32

Sentence-Combining Skills Group1 5.36 1.78

-0.760 48 0.45 Group2 5.76 1.94

Spelling Skill Group1 5.66 1.80

-0.633 48 0.53 Group2 6.00 1.78

Punctuation Skill Group1 6.00 1.61

-0.618 48 0.54 Group2 6.28 1.59

Memory Skill Group1 6.36 1.91

1.047 48 0.30 Group2 5.80 1.87

Grammar Skill Group1 3.68 1.75

-0.390 48 0.70 Group2 3.88 1.88

Composition Writing Skill Group1 4.96 3.23

-0.729 48 0.47 Group2 5.64 3.37

Overall Results Group1 42.28 11.73

-0.578 48 0.57 Group2 44.16 11.25

(Table-22)

The results of the t-test show that there are statistically significant

differences between the two groups of scores of writing skills, as all the p-

values are greater than the (0.05) significant level. This result indicates that

the two groups are similar in the level of writing skill pre-test.

68

4.2: The Results of the Post-test

This section of data analysis is devoted to assess the scores of students

they obtained in the post-test after they have been taught by implementing the

tablet method; a modern learning method for students who were non-native

speakers of English. The results are shown in table 4.2 below:

Table 4.2 presents students' post-test scores:

Skills Group 1 Group 2

Mean SD Mean SD

Comprehension skill. 14.16 2.94 14.48 2.84

Sentence- combining Skill 7.16 1.52 7.32 1.86

Spelling Skill. 7.04 1.49 7.64 1.50

Punctuation Skill. 9.24 2.59 8.84 2.32

Memory Skill. 8.40 1.87 7.48 1.29

Grammar Skill. 5.80 1.61 5.80 1.61

Composition Writing Skill. 9.32 6.37 8.40 3.71

Overall Results 59.12 15.27 59.96 9.19

(Table-23)

When comparing the total scores in table 4.2 with the total scores in

table 4.1, it is clear that there is a difference between the scores i.e it is on the

positive side of the post-test scores. This means the implementation of the

technology devices for teaching students who are non-native speakers of

English improved their level of ability in writing.

The table 4.3 shows all students' pre-test and post-test scores of writing

skills.

Table 4.3, compares between pre-test and post- test scores of the

writing skills.

Table 4.2 presents students' post

Skills

Comprehension Skill.

Sentence-combining Skill

Spelling Skill

Punctuation Skill

Memory Skill

Grammar Skill

Composition Writing Skill

Overall Results

(Table-24)

The results in table 4.2 reveal that the students' post

exceeded their pre-test scores of English writing skills, which is mainly

related to the new approach of implementing the technology device

using the computer, and the Internet such as a tablet tool for teaching the non

native speakers of English.

(Table-25)Fig.1 presents the students' pre

English writing skills.

pretest

pos-test

69

Table 4.2 presents students' post-test scores.

Skills Post-test Pre

Mean SD Mean

Comprehension Skill. 14.32 2.87 10.52

combining Skill 7.24 1.68 5.56

7.34 1.51 5.84

9.04 2.44 6.14

6.94 1.68 6.08

5.80 1.59 3.78

Composition Writing Skill 8.86 6.37 5.30

59.54 12.48 43.22

The results in table 4.2 reveal that the students' post

test scores of English writing skills, which is mainly

related to the new approach of implementing the technology device

using the computer, and the Internet such as a tablet tool for teaching the non

native speakers of English.

)Fig.1 presents the students' pre-test and post

Pre-test

Mean SD

10.52 3.07

5.56 1.85

5.84 1.78

6.14 1.59

6.08 1.89

3.78 1.80

5.30 3.28

43.22 11.41

The results in table 4.2 reveal that the students' post-test scores

test scores of English writing skills, which is mainly

related to the new approach of implementing the technology devices through

using the computer, and the Internet such as a tablet tool for teaching the non-

test and post-test scores of

٠٥١٠١٥٢٠٢٥٣٠٣٥٤٠٤٥٥٠٥٥٦٠

70

4.3: Examining significant differences between pre-test and

post- test scores.

In this section, the researcher will present the results of examining

whether there are statistically significant differences between students' pre-test

and post-test scores, and if there is an improvement in the students' writing

skill related to using technology devices in teaching English language to non-

native speakers.

To examine the significant differences between the pre-test and post-

test scores, Pair-Sample T-test is employed, which is due to the design of the

study sample as one group that is tested two times.

The results of the comparison between pretest and post-test scores

presented for each skill are shown in the following tables:

Table 4.5 illustrates the results of Pair-Sample T-test to examine the

significant difference between students' pre-test and post-test scores of

the comprehension skill.

Test Mean SD Pair-sample T-test Df P-value

Post-test 14.32 2.87 16.01** 49 0.00

Pre-test 10.52 3.07

(Table-26) This table indicates that the difference is significant at the

(0.01) level.

The results in table 4.5 shows the Pair-Sample T-test statistics is

reaching (16.01) which is statistically significant at the (0.01) significant

level. Therefore, there is a statistically significant difference between the

students' pre-test and post- test scores regarding the comprehension skill. This

means that there is a significant impact of using e-learning on improving the

comprehension skill as one of the EFL learners' writing skills.

71


significant difference in sentence-combining skills between students' pre-

test and post-test scores.

Test N Mean SD Pair-sample T-test Df P-value

Post-test 50 7.24 1.68 17.385** 49 0.00

Pre-test 50 5.56 1.85

(Table-27) **indicates that the difference is significant at the (0.01)

level.

The results in table 4.6 show the Pair-Sample T-test statistics is

reaching (17.385) which is statistically significant at the (0.01) level.

Therefore, there is a statistically significant difference between the students'

pre-test and post-test scores respecting the sentence-combining skills. This

means that using e-learning has a significant effect on improving the sentence-

combining skill as one of the writing skills for EFL learners.


significant difference in the spelling skill between students' pre-test and

post-test scores.

Test N Mean SD

Pair-Sample

T-test Df P-value

Post-test 50 7.34 1.51 11.966** 49 0.00

Pre-test 50 5.84 1.78

(Table- 28) **indicates that the difference is significant at the (0.01)

level.

The results in table 4.7 reveal the Pair-Sample T-test statistics is

reaching (11.966) which is statistically significant at the (0.01) level. This

indicates that there is a statistically significant difference between the

students' pre-test and post-test scores in relation to the spelling skill. This

means that using e-learning has a significant effect on the improving the non-

72

native learners' spelling skills. And it is obvious that the difference is on the

positive side of pre-test and post-test scores.

Table 4.8 illustrates the results of Pair-Sample T-test examine the

significant difference in Punctuation skill between students' pre-test and

post-test scores.

Test N Mean SD

Pair-sample

T-test Df P-value

Post-test 50 9.04 2.44 16.858** 49 0.00

Pre-test 50 6.14 1.59

(Table- 29) **indicates that the difference is significant at the (0.01)

level.

The results in table 4.8 shows the Pair-Sample T-test statistics is

reaching (16.858) which is statistically significant at the (0.01) level. This

means that there is a statistically significant difference between the students'

pre-test and post-test scores in connection with the punctuation skills. Hence,

using the e-learning devices have a significant effect on the improving

students' punctuation skills whose mother-tongue is not English, and it is

obvious that the difference is on the positive side of post-test scores.

Table 4.9 illustrates that the results of Pair-Sample T-test examine the

significant difference in the Memory Skill between students' pre-test and

post-test scores.

Test N Mean SD

Pair-sample

T-test Df P-value

Post-test 50 6.94 1.68 3.792** 49 0.00

Pre-test 50 6.08 1.89

(Table-30) **indicates that the difference is significant at the (0.01)

level.

73

The results in table 4.9 shows the Pair-Sample T-test statistics is equal

to (3.792) which is statistically significant at the (0.01) level. This means that

there is a statistically significant difference between the students' pre-test and

post-test scores as far as the memory skill. So, using the e-learning devices

have a significant effect on the improving students' memory skill related to

using technology devices like Tablet, and it is clear that the difference is on

the positive side of post-test scores.


significant difference in grammar skill, between students' pre-test and

post-test scores.

Test N Mean SD

Pair-sample

T-test Df P-value

Post-test 50 5.80 1.59 25.833** 49 0.00

Pre-test 50 3.78 1.80

( Table-31) **indicates that the difference is significant at the (0.01)

level.

The results in table 4.10, show the Pair-Sample T-test statistics is equal

to (25.833) which is statistically significant at the (0.01) level. This means that

there is a statistically significant difference between the students' pre-test and

post-test scores concerning the grammar skill. Yet, using the e-learning

devices have a significant effect on improving students' grammar skill in

relation to using technology devices like Tablet, and it is clear that the

difference is on the positive side of post-test scores.

74


significant difference in composition writing skill between students' pre-


Test N Mean SD

Pair-sample

T-test Df P-value

Post-test 50 8.86 6.37 5.437** 49 0.00

Pre-test 50 5.30 3.28

(Table -32) **indicates that the difference is significant at the (0.01) level.

The results in table 4.11 reveal that the Pair-Sample T-test statistics is

equal to (5.437) which is statistically significant at the (0.01) level. This

indicates that there is a statistically significant difference between the

students' pre-test and post-test scores concerning the composition writing

skill. Accordingly, using the e-learning devices have a significant impact on

changing the students' composition skill for the better.

Table 4.12 illustrates the results of Pair-Sample T-test examine

significant difference in the overall writing skills between students' pre-


Test N Mean SD

Pair-sample

T-test Df P-value

Post-test 50 59.54 12.48 21.149** 49 0.00

Pre-test 50 43.22 11.41

(Table-33) **indicates that the difference is significant at the (0.01) level.

The results in table 4.11 reveal the Pair-Sample T-test statistics is equal

to (21.149) which is statistically significant at the (0.01) level. This indicates

that there is a statistically significant difference between the overall students'

pre-test and post-test scores related to the writing skills. This mean that, on

average, the students' post-test scores exceeded the students' pre-test scores,

which indicates using e-learning tools to teach non-native learners of English

has a very significant effect on improving their writing skills.

75

4.4 Testing Research Hypotheses:

Results of Testing H1: states that:

The Internet, in general, and computational learning can improve the

learners' skills of writing

in order to test this hypothesis. The researcher calculates the level of

improving students' scores for each skill by applying the following equation :

Level of improvement = 100xmeanpretest

meanpretestmeantestpost

The results are presented in the following table:

Test Post- test

mean

Pre-test

mean

Mean

difference

% of

improvement

Comprehension Skill 14.32 10.52 3.8 36.1%

Sentence-combining Skills 7.24 5.56 1.68 30.2%

Spelling Skill. 7.34 5.84 1.5 25.7%

Punctuation Skill 9.04 6.14 2.9 47.2%

Memory Skill 6.94 6.08 0.86 14.1%

Grammar Skill 5.80 3.78 2.02 53.4%

Composition Writing Skill 8.86 5.30 3.56 67.2%

Overall Results 59.54 43.22 16.32 37.8%

Table 4.13 presents the level of improving the writing

(Table-35) The results in table 4.137 show that there is an estimated percentage of

improvement in all the

seen that the most important improvement has been in the composition writing

skill and it is reaching 67.2%, while in the second place came grammar skill

by 53.4%, whereas the punctuation skill came

the fourth place came the comprehension skill by 38.1%. The results also

show that the least improvement is in memory skill by 14.1%. Therefore, the

previous result proved the hypothesis one.

(Table-36) Fig. presents the

%

٣٧.٨%

Test

Comprehension Skill

Sentence-combining Skills

Spelling Skill.

Punctuation Skill

Memory Skill

Grammar Skill

Composition Writing Skill

Overall Results

76

Table 4.13 presents the level of improving the writing

The results in table 4.137 show that there is an estimated percentage of

improvement in all the skills of writing presented in the table. It is obviously



by 53.4%, whereas the punctuation skill came in the third place by 47.2%. In



previous result proved the hypothesis one.

presents the level of improvement in writing skills.

٢٥.٧%٣٠.٢%٣٦.١%

٤٧.٢%

١٤.١%

٥٣.٤%٦٧.٢%

Post- test mean

Pre-test mean

Mean difference

14.32 10.52 3.8

7.24 5.56 1.68

7.34 5.84 1.5

9.04 6.14 2.9

6.94 6.08 0.86

5.80 3.78 2.02

8.86 5.30 3.56

59.54 43.22 16.32

Table 4.13 presents the level of improving the writing skills

The results in table 4.137 show that there is an estimated percentage of

skills of writing presented in the table. It is obviously



in the third place by 47.2%. In



level of improvement in writing skills.

٠.٠%١٠.٠%٢٠.٠%٣٠.٠%٤٠.٠%٥٠.٠%٦٠.٠%٧٠.٠%

Mean difference

% of improvement

36.1%

30.2%

25.7%

47.2%

14.1%

53.4%

67.2%

37.8%

77

Results of Testing H2 state that:

Using "TABLET" which is provided with an interactive course can help


To test this hypothesis, the level of improvement through calculating

the overall mean values in the pre-and post-tests by using equation one in this

study:

Level of improvement = 100xnpretestmea

npretestmeaanposttestme

= 10022.43

22.4354.59x

= 100

22.43

32.16x = 37.8%

Therefore, using the Tablet has improved the students writing skills by

37.8%. Correspondingly, these results support the acceptance of H2.

Results of Testing H3: stated that:

"To adopt new, lucid and beneficial strategies as well as modern

pedagogy by highly-qualified teachers helps learners avoid their spelling,

grammatical and stylistic mistakes they usually commit in their writings".

Following testing this hypothesis, the results are demonstrated as in table 4.14

Table 4.14 Presents the level of improving spelling and grammatical skills

of the students.

Test Post- test

mean

Pretest

mean

Mean

difference

% of

improvement

Spelling Skill. 7.34 5.84 1.5 25.7%

Grammar Skill. 5.80 3.78 2.02 53.4%

(Table-37)

The results in table 4.14 reveals the students' spelling skill has been

improved by 28.7%, while the grammatical skills have improved by 53.4%.

Hence, the previous result confirms the acceptance of H3, which states that

adopting new, lucid and beneficial strategies as well as modern pedagogy by

78

the highly-qualified teachers help learners avoid their spelling, grammatical

and stylistic mistakes they usually commit in their writings.

Results of Testing H4: stated that:

The study found that, the most important improvement has been in the

composition writing skill, as it reaching 67.2%, which reflects the impact of the

classroom impact in aiding students master writing skills.

Table 4.15 Presents the level of improving in the composition writing

skills of the students.

Test Post- test

mean

Pretest

mean

Mean

difference

% of

improvement

Composition Skills 9.32 5.84 1.5 15,27%

(Table-38)

79

Interview Question

The researcher, as a next step, drafted ten questions in

collaboration with the supervisor, and sent them to four professors

for refereeing.

The Question are the following:

Teachers' Interview Questions

Teacher information:

Name :( optional)………………………………………………………….

qualification(s)…………………………………………………….………

Years of experience………………………………………………………..

Dear Prof/ Dr/ Lecturer,

The researcher would be grateful if you could referee the Questions which will

help to reach a solution for the problem of the thesis which entitled as (The

Impact of E-Learning in Developing the Writing Skills of EFL Learners).

The researcher would highly appreciate and acknowledge your valuable

response in the light of the questions and hypotheses of the research.

Questions of the study

1. How does the use of the E- learning, inside and outside the classrooms,

develop the learners' skills of writing?

2-How does the TABLET, which is provided with an interactive course, help

students improve their writing skills?

3-To what extent do teachers feel equipped to implement interactive approaches

in the classroom as advised by the Saudi MOE?

4. How can the pedagogy followed by the teachers help learners overcome their

spelling and stylistic mistakes?

5-To what extent can the classroom environment affect positively in helping

students master the writing techniques?

80

Hypotheses of the study

1. Internet in general and computational learning can improve the learners' skills

of writing.

2- Using "TABLET" which is provided with an interactive course, can help


3. Following new, lucid and beneficial strategies as well as modern pedagogy by

the well-qualified teachers help learners overcome their spelling, grammatical

and stylistic mistakes they usually commit in their writings.

4. The classroom environment plays an effective and helpful role in helping

students master writing techniques.

Questions need answers

1-How do the tablets or electronic applications affect positively in developing

students' levels in writing skills?

2- To which extent you agree with the validity of using e-Learning all the time.

3- Why did the majority of the students commit many mistakes concerning

linking verbs.

4- Based on the results of the pre/ post-tests, how do you assess the low

marks related to grammar?

5- Do you agree that the classroom environment plays an effective and helpful

role in helping students master writing techniques?

6- Do you agree that following new strategies as well as modern pedagogy help

learners overcome their spelling, grammatical and stylistic mistakes they usually

commit in their writings.

7- To what extent can the classroom environment affect positively in helping

students master the writing techniques?

81

8- The scores were low concerning the question measures the skill in linking

clauses. How do you think?

9- Electronic devices such as: telephones, personal computers, using internet,

the spread of English helped ESL students overcome spelling mistakes. Do you

go with this opinion?

10-Influential teacher plays a very vital role in helping students master the four

language skills, especially writing.

Accordingly, the professors made many modifications in regard to the content

and structure of questions.

They advised to make Q3 to Q8 in one question, and make Q5 and Q7 as one

question.

These are the questions after refereeing:

1-How do the TABLETS or Electronic Applications affect positively in

developing students' levels in writing skills?

2-To which extent do you agree with the validity of using e-Learning all the

time?

3-Why do the majority of the students make many mistakes when using linking

verbs and linking clauses?

4-Based on the results of the pre/ post-tests, how do you assess the low

marks related to grammar?

5- Do you agree that the classroom environment plays an effective role in

helping students master the writing techniques?

6-Do you agree that following new strategies, as well as new pedagogy help

learners overcome their mechanical and overall writing quality?

7- Can electronic devices, such as smart mobiles, personal computers, and

educational platforms, help ESL students overcome spelling mistakes?

8- ‘An influential teacher plays a vital role in helping students master the four

language skills, especially writing’. Do you agree with this statement?

82

After this step, the researcher sent the questions to 11 persons who are

involved in teaching English Language to ESL students.

Here are the answers of the questions:

Needs Analysis/ Questionnaire

Answers of 1st question: 1-How do the TABLETS or Electronic

Applications affect positively in developing students' levels in writing skills?

It depends on the content material uploaded on the tablet.

It also depends on the students’ interaction with the content,

and on their reading and practicing.

1-Dr. Nahed

Ghazzoul

I think that integration of tablets in TEFL helps students

to master their writing skills. It motivates students'

autonomy, confidence, and maybe students' motivation

to learn how to write formally and informally.

2-Dr. Munzir

Absi

Apparently, it's hard to overestimate the benefits of tablets in

the classroom.

Let’s see why it’s so cool to be a student these days!

Advantages of tablets:

1. Easier to use than textbooks.

Textbooks seem to be losing the battle on all fronts.

- Direct Communication:

The ‘forgetfulness’ factor doesn’t fly any more. Neither for

students – nor teachers.

- Live knowledge base:

The instructor can quickly deliver engaging material to the

students in real time in just a couple clicks. Sorry, a couple

taps!

- Personal approach:

The tablet also accommodates special needs. Learners who

have a disability will appreciate the tablet’s flexibility,

freedom of access and tailored curriculums.

- More cost-effective than textbooks:

No dust, no price hikes, no surprises from textbook

providers, no storage and damage issues. Full scalability and

lightweight backpack that fits thousands of textbooks in a

3-Burhan Qaq

83

single device.

- Faster visualization, quicker reporting:

The tablet is a great incentive for cultivating scientific skills.

For instance, students can document their field trips right

away, be it camping, going to the zoo or a museum.

- Improving computer skills. Boosting creativity:

Like it or not, computers rule the world,

so it’s vital to learn how to rule computers from elementary

school onwards.

Students become a creative force rather than passive

knowledge recipients.

- Paperless homework:

Paperless innovation is the new buzzword.

No more ink and notepads. It’s all digital, eliminating the

paper and helping the environment.

-Tablets provide a good ergonomic environment for faster

typing.

-Students can enhance their writing punctuation skills.

-Students can have faster access to a variety of authentic

writing materials.

-Tables can be used almost everywhere by students.

-Tablets allow students to edit their writing faster.

-Tablets can provide built-in software such as digital

dictionaries.

-Tablets allow faster word search and other writing features.

4-Mohammad

Daqs

Teblets and Electronic applications have different and/or

various activities that attract the students mind. For instance,

KAHOOT application, it is very interesting and practical.

The application uses images, movement, cartoon, colours,

words and sentence building and music. These features

improve the students engagement and understanding.

5-Dr. Hashem

Alrifaie

I believe the best way for students to improve their writing is

to write as much as they can. They should then receive

feedback from their teachers and mentors and based on

which they should revise their work and rewrite. This

continuum of writing should be achieved easily when tablets

or electronic resources are implemented successfully.

6-Dr. Mubarak

Alqahtani

84

However there are numerous electronic resources that can

help with different stages of writing. Thus knowing the task

and having the students positively use these technologies

make a huge change. My students report many benefits of

these technologies including anywhere, anytime

accessibility; boosting their confidence, connecting them to

peers, connecting them to outside of class resources, getting

them up-to-date information, improving their arguments

when writing and check the reliability of information

included in their writing tasks.

I think it is based on the strategies that teachers follow

during tacking the curricula.

7-Dr.Mohammad

Al-Najar

Employing such techniques can greatly help in improving

writers’ ways of writing by following effective and

systematic online programs or narrowly following some

developed offline applications in learning English in general

and English writing in particular. The benefit received from

such methods varies from student to another and from

method to another.

8-Mohammad

Allaya

I think that electronic devices and educational applications

encourage students to write more. Moreover, they develop

students’ writing quality as students use many social media

applications to interact with their family and friends, which

plays a vital role in improving students’ writing abilities.

9- Husam

Alwahoub

In my opinion, writing using electronic devices are a good

means of learning since the students these days are fond of

using them most of the time. Moreover, they can be an

indirect source of practicing. However, they lack the required

feedback for promoting the correct linguistic forms.

10- Mohammad

Halabia

The use of E-learning too, to a big extent, has a positive

impact on the enhancement of ELF learners’ level of writing

skills. First, tablets and electronic apps provide a great deal

of learners’ exposure to a variety of written authentic

discourse. This in turn maximizes their input and increases

their output. Moreover, with these devices and tools, learners

have easy access to practice writing, which highly and likely

will improve their writing techniques.

11-Mohammad

Alqadi

85

Answers of 2nd question: To which extent do you agree with the validity of

using e-Learning all the time?

I do not think it can be used widely in teaching academic

writing. This skill needs extensive practice from students,

and constant follow up from their tutors. Constructive

individual feedback is important to help students

overcome the difficulty of academic writing.

1-Dr. Nahed

Ghazzoul

I do not think that using e-learning all the time as a main

source of information on its own is enough since it does

not help to develop students' communication and

interaction with each other. In addition, I think e-learning

would not be as motivating as being in a classroom

environment with classmates and people to interact with.

2-Dr. Munzir

Absi

E- learning has completely transformed the way in which

learning is imparted to students.

Unlike traditional chalk and board method of teaching,

eLearning makes learning simpler, easier, and more

effective.

. Online Learning Accommodates Everyone’s Needs

. Lectures Can Be Taken Any Number Of Times

. Offers Access To Updated Content

. Quick Delivery Of Lessons

. Scalability: eLearning helps in creating and

communicating new training, policies, concepts, and

ideas. Whether it is for formal education or entertainment,

eLearning is very quick way of learning!

. Consistency: eLearning enables educators to get a higher

degree of coverage to communicate the message in a

consistent way for their target audience. This ensures that

all learners receive the same type of training with this

learning mode.

Also, there are factors like: Reduced Costs, Effectiveness,

and less Impact On Environment.

With eLearning, there is no need to cut trees for obtaining

paper. Thus, eLearning is a highly eco-friendly way of

learning.

3-Burhan Qaq

86

Well, e-learning is not a panacea for enhancing literacy; e-

learning should be used on an equal balance with other

traditional methods. This avoid losing the finger muscles.

Again, not matter how sophisticated e-learning is tailored,

no such digital environments can be ideally ergonomic. In

sum, e-learning can be one manifestation of learning that

should not exceed the mentally and academically healthy

threshold of learners; say, (30%) of a learner's time. In the

same vein, too much e-learning is not highly

recommended for visually impaired learner. Although e-

learning involves mainly tactile, vocal and visual senses, it

distances learners physically, hence student-to-student

interaction becomes somewhat almost idle unless

otherwise well-balanced.

4-Mohammad

Daqs

I agree partially as the e- learning depends upon

availibility of power ( electricity ) and connection

( internet ). Sometimes, the power is down and internet is

low accordingly.

Additionally, some researches have proved that the

engagement and participation of students in the real

classroom are much better and more powerful than the E-

Learning.

5-Dr. Hashim

Rifaie

I believe we are in an age where e-learning in

unavoidable. Its benefits and pluses are uncountable and it

is improving on a daily basis. It is funny yet true that

during this time of Corona epidemic, e-leaning was the

only way to get people educated and kept schools and

universities functioning. I believe people will realize its

potential and I believe it will be the best way forward for

many generations to come.

6-Dr.Mubarak

Alqahtani

87

Well, there should be a balance between e-learning and

traditional one. In fact, students are overwhelmed with

electronic applications with regard to learning and

entertainment, so they are in need of traditional learning

methods, because the later help them get more influence.

7-Dr.Mohammad

Al-Najar

Actually, to answer such questions, we need to take some

issues into considerations. First, we need to make sure that

every user is guided correctly in using these methods.

Second, does the e-learning atmosphere substitute for the

interactive class atmosphere? Thirdly, do these methods

have any negative effect on the user’s health, social

relationships and financial status? If it was found to be

more beneficial to use the e-learning techniques than the

traditional ways, that would be highly recommended.

Taking the above mentioned issues into consideration and

to the best knowledge of mine, using the e-learning

methods can substitute for the traditional ways all the

time.

8-Mohammad

Allaya

I think that e-learning is a beneficial tool for students, but

we should not overuse it as students need verbal and face-

to-face communication to develop their cognitive and

social skills through interaction.

9- Husam

Alwahoub

I think e-learning is not a new trend in teaching. Thus, it is

beneficial in case it is applied properly. Suitable feedback

is essential. Collaborative work is needed in order to avoid

isolating the individuals. However, for me, I think it is not

adequate since it lacks the taste of being at class and living

the atmosphere of learning.

10- Mohammad

Halabia

I urge the use of e-learning; however, learners need to

practice using traditional learning environment as well.

11-Mohammad

Alqadi

88

Answers of 3rd question: Why do the majority of the students make many

mistakes when using linking verbs and linking clauses?

Linking verbs and linking clauses can be tricky. Teaching

students through examples to differentiate between action

verbs, which tell what something or someone does, and

linking verbs, that tell what someone or something is, is

the most important thing to address this difficulty.

1-Dr. Nahed

Ghazzoul

It depends on the students' working, and the

methodologies followed by the teachers. In addition to the

electronic programme issued.

2-Dr. Munzir

Absi

L1 is the main obstacle to L2 learning. L1 is the major

cause of a learner’s problems with the new language.

Some of the errors committed by Arab students learning

English as a foreign language are due to Arabic

interference. Mahmoud (2000) agreed with the

assumption that the L1 plays a pivotal role on L2

learning. According to these linguists, the errors

committed in L2 learning which are the result of the

differences between L1 and L2 are called transfer or

interference errors.

3-Burhan Qaq

Well, this is true of students who are glaringly impacted

by their first language interference. In Arabic, for

instance, linking verbs are used implicitly as they are

implied by the subject. However, we must use linking

verbs in English explicitly. Another possibly valid point

is that linking verbs for students is a puzzle as they have

difficulty identifying the subject for which a proper

linking verb should be used. Simply put, it is the

syntactical differences bilingual students that students

suffer.

4-Mohammad

Daqs

This issue can be attributed to many factors:

-The level of the ESL students.

-The influence of teacher.

-The conditions in which the learning process occur.

5-Dr. Hashim

Rifaie

6-Dr. Mubarak

Alqahtani

They look tricky a little bit. 7-Dr. Mohammad

89

Al-Najar

That can be mainly related to their L1 transfer. In other

words, the mother tongue of the majority of the students

whom I teach is Arabic, and Arabic does not have linking

verbs; the speaker or the writer moves immediately from

the subject to the main verb, object or to other

constituents in his/her statements. another reason might

be the way they are taught the language which is

grammar translation method.

8-Mohammad

Allaya

I think that students usually do not know how to use

linking verbs because of the effects of the colloquial and

conversational language used in chat rooms and streets.

Moreover, it depends on the way they were taught these

grammar lessons.

9- Husam

Alwahoub

I think it depends on many factors i.e. the students’

mother language, their levels, the duration of learning the

language, whether they received the proper corrective

feedback when they committed mistakes in linking words.

Moreover, some students pay attention at delivering the

meanings without caring about the functional words such

as the linking words or articles.

10- Mohammad

Halabia

I believe and observe as well that the mother tongue and

L1 transfer is an issue. For instance, Arabic speaking EFL

learners do not usually use linking verbs in their mother

tongue Arabic. Hence, they tend to drop the linking verb

as well when they use English.

11-Mohammad

Alqadi

90

Answers of 4th question: Based on the results of the pre/ post-tests, how

do you assess the low marks related to grammar?

It depends on the background of the students, and The

content of the curricula. On the other hand, mastering

grammar requires great efforts by students.

1-Dr. Nahed Ghazzoul

2-Dr. Munzir Absi

When teachers read the students' writing, identify

common errors, and design mini-lessons to target those

particular errors, the overall quality of the students'

writing improved. The students were able to see their

errors and receive targeted instruction as well as receive

additional feedback from the teachers. In the past when

grammar skills were taught in isolation, it had no effect

on the students' writing. This is primarily because most of

the students in the class were unable to make the

connections between grammar and writing. They were not

able to take what they had learned when grammar skills

were taught in isolation and apply it to their writing.

I would like to allow students more time in the classroom

to practice writing as well as spend time in small groups.

3-Burhan Qaq

I presume students need to depend a little more on self-

study and regular review. Of great note, the fact that

speaking skills of many students deskill their grammar

skills, hence overshadow their grammar awareness and

literacy.

4-Mohammad Daqs

It can be attributed to their levels in previous stages. 5-Dr. Hashim Rifaie

6-6-Dr. Mubarak Alqahtani

I think, teachers and students share the responsibility. 7-Dr.Mohammad Al-Najar

These results can be ascribed to their low level of 8-Mohammad

91

practice; it is known that practice makes perfect. They can

be also ascribed to their way of learning English which is

be thinking in their mother tongue then translating it into

the target language without considering how grammar

rules vary from one language to another. Another reason

can be the methods employed in teaching and learning

which are traditional; using e-learning methods can highly

help in improving the students EFL writing.

Allaya

Students are usually struggler in grammar because they

learn a lot from social media, where the language use is

not the formal one, and many lecturers used the

traditional way of teaching regarding grammar.

Furthermore, it depends on their proficiency level and

where and when they learned the English language.

9- Husam Alwahoub

Grammar is a tricky point to deal with. Students suffer

from learning grammar since it is recognized by some as

a secondary issue to learn. While others try to learn it

without trying to practice it since the questions in the tests

deal, mainly, with life-based situations.

Moreover, some students may feel bored in learning

grammar since it is far away of the real-life relations.

10- Mohammad Halabia

I believe it can be attributed to the way they learn. This

means, most EFL learners in our teaching context are

exposed to explicit grammar teaching models. So, when it

comes to a type of a performance test where learners need

to demonstrate their acquired skills in a productive

manner, they drastically fail.

11-Mohammad Alqadi

92

Answers of 5th question: Do you agree that the classroom environment plays an

effective role in helping students master the writing techniques?

Yes, of course. The tutor, the syllabus, and the layout of

the class, can help a great deal in this process.

1-Dr. Nahed

Ghazzoul

Yes to some extent. When students work with each other

and consult their teacher when they have problems in

writing.

2-Dr. Munzir

Absi

It is shared writing that helps students master writing.

The teacher, having engaged the students in what will be

written, now begins the process of calling children to the

easel to write the text. The instructor uses his/her

knowledge of the students to teach writing skills for

example; using the initial consonants of students' names to

teach letter/sound relationships to spell words or teach

concepts of print such as, left to right print conventions.

The technique can be utilized for a broad number of

purposes such as extending, rewriting, or creating text.

3-Burhan Qaq

I sure do. It provides student-to-student interaction;

students learn from each other. It also provides teacher-to-

student interaction; students are guided through a writing a

class-work step by step to perform a certain task. Again,

teachers can directly observe how students individually

perform; while students can receive direct feedback from

their teachers.

4-Mohammad

Daqs

I agree that the classroom is much better than the E-

Learning in terms of improving the writing techniques. The

student will watch how to form letters and words. The

teacher also encourages students to participate in this

5-Dr. Hashim

Rifaie

93

activity. Students will practice it. It means two steps: watch

then practice. All students should be engaged, and this is

the advantage of the real classroom. Participation creates

competition among students spontaneously.

Nobody denies the role of the classroom environment in

improving the ESL students' skills.

6-6-Dr. Mubarak

Alqahtani

7-Dr. Mohammad

Al-Najar

I think it does. When you try to create a suitable social

environment for learning a specific language, students will

unconsciously acquire the language rather than learn it

8-Mohammad

Allaya

Yes, I agree. The classroom environment is crucial in

fostering students’ attention to the subject being taught,

and writing is one of these skills that can be better taught in

an environment rich with teaching aids.

9- Husam

Alwahoub

Yes, I do agree. Classroom environment cannot be fully

replaced with anything else. It motivates students, soothes

them when they share the mistakes together. I think in

class students not only share ideas, but also emotions and

feelings, too.

10- Mohammad

Halabia

Sure, the classroom environment does really matter. 11-Mohammad

Alqadi

94

Answers of 6th question: Do you agree that following new strategies, as well

as new pedagogy help learners overcome their mechanical and overall

writing quality?

No, I do not think so. It is highly unlikely that it will

improve their proficiency level. The students’ practice, and

the efforts or seriousness of the tutors, are the decisive

factors.

1-Dr. Nahed

Ghazzoul

Yes, but it depends on the kind of strategies and the

pedagogy itself. If we have for example some exercises

from the internet on filling gaps with some grammatical

words and then the student commits mistakes but the

programme corrects the mistakes with explaining the

reasons behind such mistakes. In this way, yes new and

modern pedagogy helps.

2-Dr. Munzir

Absi

Teachers just see an exorbitant number of misspellings and

grammatical mistakes in in-class essays which transfers to

poor writing skills.” For instance, several students at the

Academy have Grammarly on their devices to assist them

with writing essays.

[For instance] A student said, "When I finish writing a

paper, I copy and paste it in their [Grammarly], and it helps

me see the tiny grammar mistakes that I may have missed.

I know a lot of times I’ll be writing at night, and I don’t

realize I make mistakes. It checks misspelled words; it

suggests to put different pronouns and things. It catches

everything under the radar of grammar."

Some student said,“If you’re always running your essay

through some sort of houser like Grammarly or through a

3-Burhan Qaq

95

tutor or through some sort of auto-generated word finder,

then you will never learn how to appropriately locate the

mistake and then learn how to fix it.

Nowadays we are texting a lot and just using acronyms

instead of actually typing out words. Instead of spelling out

you, we just type the letter ‘u.’ Instead of why, we just

press the letter ‘y.’ That affects our school assignments

because our brains don’t have to think that much anymore,

and it’s affecting our grades because we are not getting full

points [because we are not] typing out full words.

Well, this depends on how such strategies are tailored; the

most fruitful ones are those conducive to addressing

learner's weaknesses, making it a learner-centered process.

Educators should devise a wide range of pedagogical

strategies to fill in the gaps of learning differences and

meet the learners' various preferences learning styles.

4-Mohammad

Daqs

It is due to the way of introducing and tackling. 5-Dr. Hashim

Rifaie

6-6-Dr. Mubarak

Alqahtani

It is a fact that Students today have a very close

relationship with social media and technology.

Consequently, it is so important that teachers find out

how to merge classes with the new cooperative

materials that mobile devices have. Nevertheless, Smart

teachers may use their skills to create interactive

atmosphere among students in the classroom without

depending on social media devices. But I think that young

7-Dr.Mohammad

Al-Najar

96

teachers are more inclined to depend on technology than

old generation teachers.I believe that using interactive

learning tactics enhance education and make students

feel more inspired and involved.

I strongly agree with the modern strategies followed in

teaching and learning any language that create a minimized

social environment similar to the real one.

8-Mohammad

Allaya

I agree partially, recently many studies proved the

importance of new strategies, such as collaborative writing,

in enhancing and developing students’ spelling, grammar,

and writing abilities, as well.

9- Husam

Alwahoub

To some extent I do agree. 10- Mohammad

Halabi

I think so as long as these new strategies and techniques

get learners exposed to authentic writing performance tasks

that assimilate real-life situations.

11-Mohammad

Alqadi

97

Answers of 7th question: Can electronic devices, such as smart mobiles,

personal computers, and educational platforms, help ESL students

overcome spelling mistakes?

For sure, they can support the educational process

a great deal.

1-Dr. Nahed

Ghazzoul

Not always, no. 2-Dr. Munzir

Absi

English-language learners come into our classrooms with a

wide variety of specific and unique needs for language

acquisition.

It's needless to say: Working with ESLs is

often challenging and also highly rewarding.

Because there are so many apps and edtech tools available

today, you might expect to find lots of them made

specifically for ESL, bilingual, or dual-immersion

classrooms.

There are, nevertheless, a lot of great edtech tools and

strategies you can use with your ESLs, even if the tools

themselves aren't ESL-specific.

So, what's the best way to find and use great digital tools

with your ESLs?

A lot will depend on your students' specific needs, but here

are a few things to think about when finding the best tools

for your classroom.

Teaching strategies

Blended learning combines face-to-face teaching

with distance education, frequently electronic, either

computer-based or web-based. It has been a major growth

3-Burhan Qaq

98

point in the ELT (English Language Teaching) industry

over the last ten years.[when?]

Some people, though, use the phrase 'Blended Learning' to

refer to learning taking place while the focus is on other

activities. For example, playing a card game that requires

calling for cards may allow blended learning of numbers (1

to 10).

This is undoubtedly true; however, we should bear in mind

that when students are too reliant on their digital learning

gadgets to improve their spelling skills, such learners

cannot be self-reliant when such devices are stashed away.

Learners should use their learning tools to improve while

by time they should detach themselves from them

diametrically.

4-Mohammad

Daqs

For sure, these devices become essential tools for learning. 5-Dr. Hashim

Rifaie

Agree completely. 6-Dr. Mubarak

Alqahtani

Agree! 7-Dr.Mohammad

Al-Najar

Personally, such devices work as a guide in improving the

way of writing in terms of grammar, cohesion, coherence,

spelling and many other aspects related to writing.

8-Mohammad

Allaya

These tools are a two-edged weapon. They help students in

improving their spelling and other writing skills, but they

also sometimes, if used the wrong way, lead to negative

results, such as using spelling auto-correction feature.

9- Husam

Alwahoub

99

I agree with it to some extent. Students nowadays are more

exposed to English than any other days. However, in my

opinion, spelling is better to be mastered by pen and paper

since there is no auto-correction. I think auto-correction is

good for a short-term but it is not so for the long term since

the learner would depend entirely on it.

10- Mohammad

Halabia

In fact, I have a mixed viewpoint here! In one way, they

will help learners avoid committing spelling errors while

writing on these electronic devices as spelling checkers are

already built in. But, on the other side, when these learners

get to use the traditional paper-and-pencil way of writing,

we may notice that their spelling accuracy has been

negatively affected.

11-Mohammad

Alqadi

100

Answers of 8th question: ‘An influential teacher plays a vital role in helping

students master the four language skills, especially writing’. Do you agree with

this statement?

Of course, they can impact the learning process positively.

Special program designed for English writing, can

contribute in that concern.

1-Dr. Nahed Ghazzoul

Yes, I do agree since, as I stated earlier, the teacher is

supposed to encourage students to write inside the

classroom and he supervises the way of writing and he

gives comments. In this way, he can help.

2-Dr. Munzir Absi

When talking about language skills, the four basic ones are:

listening, speaking, reading and writing. However, other,

more socially based skills have been identified more

recently such as summarizing, describing, narrating etc. In

addition, more general learning skills such as study skills

and knowing how one learns have been applied to language

classrooms.

The four basic skills were generally taught in isolation in a

very rigid order, such as listening before speaking.

However, since then, it has been recognized that we

generally use more than one skill at a time, leading to more

integrated exercises.

Speaking is a skill that often is underrepresented in the

traditional classroom. This is due to the fact that it is

considered harder to teach and test. There are numerous

texts on teaching and testing writing but relatively few on

speaking.

More recent textbooks stress the importance of students

working with other students in pairs and groups, sometimes

the entire class.

Pair and group work give opportunities for more students to

participate more actively. However, supervision of pairs

and groups is important to make sure everyone participates

3-Burhan Qaq

101

as equally as possible. Such activities also provide

opportunities for peer teaching, where weaker learners can

find support from stronger classmates.

Sandwich technique

In foreign language teaching, the sandwich technique is the

oral insertion of an idiomatic translation in the mother

tongue between an unknown phrase in the learned

language and its repetition, in order to convey meaning as

rapidly and completely as possible. The mother tongue

equivalent can be given almost as an aside, with a slight

break in the flow of speech to mark it as an intruder.

When modeling a dialogue sentence for students to repeat,

the teacher not only gives an oral mother tongue equivalent

for unknown words or phrases, but repeats the foreign

language phrase before students imitate it: L2 => L1 => L2.

Mother tongue mirroring is the adaptation of the time-

honoured technique of literal translation or word-for word

translation for pedagogical purposes. The aim is to make

foreign constructions salient and transparent to learners

and, in many cases, spare them the technical jargon of

grammatical analysis. It differs from literal translation and

interlinear text as used in the past since it takes the progress

learners have made into account and only focuses upon a

specific structure at a time. As a didactic device, it can only

be used to the extent that it remains intelligible to the

learner, unless it is combined with a normal idiomatic

translation. This technique is seldom referred to or used

these days.

Back-chaining

Back-chaining is a technique used in teaching oral language

skills, especially with polysyllabic or difficult words.

The teacher pronounces the last syllable, the student

repeats, and then the teacher continues, working backwards

102

from the end of the word to the beginning.

Teachers are the heroes of creating much headway in the

student's path of academic achievement; they first start with

diagnosing the student's weaknesses. Based on such

remedial diagnosis, teachers then provide the student with a

prescriptive technique to comply with for a set period of

time with close follow-up. In sum, students should not be

penned into one classroom as diagnosed with one learning

difficulty; they should be diagnosed individually as to

prescribe remedial course of action to follow meticulously.

4-Mohammad Daqs

I agree, the influential teacher can make a big difference,

and push forward the learning process.

5-Dr. Hashim Rifaie

I go with this 100%. 6-Dr. Mubarak Alqahtani

The profession of teaching is a talent which every single

teacher ought to acquire. Thus, the teacher’s role in the

classroom is to simplify the rule and make it easy to

practice. the teacher may do this by running workshops

frequently in the classroom .These workshops should

merge training with teaching which will result in getting the

student more involved .Because the student did not just

listen to how he can follow the rule, but how he can

practice using it as well. I have been applying combining

training with teaching in my classes for the last ten years

with remarkable and reliable results.

7-Dr.Mohammad Al-Najar

Without a guide, learners are likely to commit mistakes in

what they are learning, and without a good instructor,

learners are more likely to commit serious mistakes in what

they are learning. On the other hand, an influential

instructor can play a vital role in developing his/her

students’ skills.

8-Mohammad Allaya

Teachers play an essential role in facilitating and

simplifying the wanted materials for students in all the four

9- Husam Alwahoub

103

skills, but I don’t think that writing is different, where an

influential teacher can be effective in all four skills

I think there should be a question that ends the interview

questions in order to get the participants’ feedback and

suggestions. In my opinion it is recommended to provide

the participants with a way to communicate with you.

As for me. I think it is better to be video interviews since

you can drag the participants if they went astray of your

research aims and to clarify for them any ambiguous points

in the questions e.g. Questions 5/7. Moreover, I am afraid

that the participation rate would be little since it takes time

to write adequate answers to your questions. I am also

wondering whether your questions were double-checked by

experts or scholars before distributing them to the

participants.

10- Mohammad Halabia

I DO AGREE

11-Mohammad Alqadi

104

Interview Analysis:

After receiving the answers of the professors, doctors and lecturers, I

sent the answers, soon, to a specialist in content analysis.

Here are the report of content analysis done by the specialist:

First of all, the answers in general were somewhat consistent, with some

slight differences in estimating the situation.

With regard to the first question, the answers centered on the following:

-The importance of the content material uploaded on the tablet.

-The students’ interaction with the content, and on their reading and

practicing.

-TABLETS motivates students' autonomy, confidence, and maybe students'

motivation to learn how to write formally and informally.

-TABLETS accommodate special needs. Learners who have a disability will

appreciate the tablet’s flexibility, freedom of access and tailored curriculums.

--Tablets provide a good ergonomic environment for faster typing.

-Students can enhance their writing punctuation skills.

-Students can have faster access to a variety of authentic writing materials.

-Tables can be used almost everywhere by students.

-Tablets allow students to edit their writing faster.

-Tablets can provide built-in software such as digital dictionaries.

-Tablets allow faster word search and other writing features.

- TABLETS and Electronic applications have different and/or various

activities that attract the students mind.

-TABLETS and electronic apps provide a great deal of learners’ exposure to a

variety of written authentic discourse.

105

Concerning the second question, the answers were focusing on the

following tips and opinions:

-E-learning all the time as a main source of information on its own is not

enough since it does not help to develop students' communication and

interaction with each other.

-E-learning is not a panacea for enhancing literacy; e-learning should be used

on an equal balance with other traditional methods.

- It is funny yet true that during this time of Corona epidemic, e-leaning was

the only way to get people educated and kept schools and universities

functioning. I believe people will realize its potential and I believe it will be

the best way forward for many generations to come.

-Well, there should be a balance between e-learning and traditional one. In

fact, students are overwhelmed with electronic applications with regard to

learning and entertainment, so they are in need of traditional learning methods,

because the later help them get more influence.

-I think that e-learning is a beneficial tool for students, but we should not

overuse it as students need verbal and face-to-face communication to develop

their cognitive and social skills through interaction.

- I urge the use of e-learning; however, learners need to practice using

traditional learning environment as well.

Concerning the third question, the answers were focusing on the


- Linking verbs and linking clauses can be tricky.

- However, we must use linking verbs in English explicitly.

- Arabic speaking EFL learners do not usually use linking verbs in their

mother tongue Arabic. Hence, they tend to drop the linking verb as well when

they use English.

-The intensive training helps L2 comprehend how to use linking verbs

properly.

106

Concerning the fourth question, the answers were focusing on the


-Mastering grammar requires great efforts by students.

-Students need to depend a little more on self-study and regular review. Of

great note, the fact that speaking skills of many students deskill their grammar

skills, hence overshadow their grammar awareness and literacy.

- It can be attributed to their levels in previous stages.

-Students and teachers share the responsibility.

-It can be attributed to the way they learn. This means, most EFL learners in

our teaching context are exposed to explicit grammar teaching models. So,

when it comes to a type of a performance test where learners need to

demonstrate their acquired skills in a productive manner, they drastically fail.

Concerning the fifth question, the answers were focusing on the


- The tutor, the syllabus, and the layout of the class, can help a great deal in

helping students master the writing techniques.

-Students have to work with each other and consult their teacher when they

have problems in writing.

-Teachers can directly observe how students individually perform; while

students can receive direct feedback from their teachers.

- All students should be engaged, and this is the advantage of the real

classroom. Participation creates competition among students spontaneously.

- Classroom environment cannot be fully replaced with anything else. It

motivates students, soothes them when they share the mistakes together.

-The classroom environment is crucial in fostering students’ attention to the

subject being taught, and writing is one of these skills that can be better taught

in an environment rich with teaching aids.

- When students work with each other and consult their teacher when they

have problems in writing.

107

Concerning the six question, the answers were focusing on the


- New and modern pedagogy helps a lot learners overcome their mechanical and

overall writing quality, but it depends on the kind of strategies and the

pedagogy

- The students’ practice, and the efforts or seriousness of the tutors, are the

decisive factors.

- Educators should devise a wide range of pedagogical strategies to fill in the

gaps of learning differences and meet the learners' various preferences learning

styles.

-As long as these new strategies and techniques get learners exposed to

authentic writing performance tasks that assimilate real-life situations.

Concerning the seventh question, the answers were focusing on the


-Electronic devices, such as smart mobiles, personal computers, and educational

platforms, help ESL students overcome spelling mistakes. They can also can

support the educational process a great deal.

- Learners should use their learning tools to improve while by time they should

detach themselves from them diametrically.

-Such devices work as a guide in improving the way of writing in terms of

grammar, cohesion, coherence, spelling and many other aspects related to

writing.

- They help students in improving their spelling and other writing skills, but

they also sometimes, if used the wrong way, lead to negative results, such as

using spelling auto-correction feature.

- In one way, they will help learners avoid committing spelling errors while writing on

these electronic devices as spelling checkers are already built in. But, on the other

side, when these learners get to use the traditional paper-and-pencil way of writing, we

may notice that their spelling accuracy has been negatively affected..

108

Concerning the eighth question, the answers were focusing on the


-The teacher is supposed to encourage students to write inside the classroom and

he supervises the way of writing and he gives comments. In this way, he can

help.

- Teachers are the heroes of creating much headway in the student's path of

academic achievement; they first start with diagnosing the student's weaknesses.

- Thus, the teacher’s role in the classroom is to simplify the rule and make it

easy to practice. the teacher may do this by running workshops frequently in the

classroom.

- Teachers play an essential role in facilitating and simplifying the wanted

materials for students in all the four skills.

109

4.5 Results:

Based on data analysis and testing research hypotheses, the study

concluded the following summary of findings:

1. The results of the study show that the implementation of the technology

devices for teaching students who are non-native speakers of English

improved their ability of writing.

2. The results of the study reveal that the students' post-test scores

exceeded their pre-test scores of English writing skills, which is mainly

related to the new approach of implementing the technology devices

through using the computer, and the Internet such as tablet device for

teaching the non-native speakers of English.

3. The study shows that there are statistically significant differences

between the students' pre-test and post- test scores respecting all writing

skills. This means that there is a significant impact of using e-learning

on the improvement of the comprehension skill as one of the writing

skills of EFL learners.

4. The study shows that the most important improvement has been in the

composition writing skill by 67.2%, while the grammar skill by 53.4%.

In the third place came the punctuation skill by 47.2%. In the fourth

place came the comprehension skill by 38.1%. The results also show

that the least improvement is in the memory skill by 14.1%.

5. The results of the study proved that Using "TABLET" which is

provided with an interactive course can help students improve their

writing skills in English by 37.8%.

6. The study proves that adopting new, lucid and beneficial strategies as

well as modern pedagogy by the highly-qualified teachers help learners

handle their spelling, grammatical and stylistic mistakes they usually

commit in their writings.

110

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111

5.0 Summary

Doubtless, this study mainly aims to investigate the impact ofe-learning

on developing the writing skills of EFL learners. To rephrase it, in the

literature review chapter, the researcher tackled deeply the difficulties facing

the non-native students to master the skills of writing.

In addition, the researcher conducted a pre-test regarding writing skills

and did a random sample of ten selected students. The results of the pre-test,

and the daily experience inside the classroom showed the weaknesses of the

students. The commonest ones are the lack of practice, differences of the

English language structure concerning the articulation of letters and the

grammar system of constructing sentences, lack of adequate vocabulary

knowledge, low self-confidence, lack of motivation and encouragement, and

personal factors such as: (convergence and divergence of shyness scales),

individual differences, and the lack of dialogue and communication.

After the researcher diagnosed the problem, soon, he thought over to

find the solution. That is to say, he encouraged students to listen to English

programs and cartoons films through TV and the Internet, enriched students

with more new vocabulary in different fields, encouraged students to express

and speak without interruption or correction to the mistakes they make, help

students to participate in watching English programs, reading stories, and

joining live conversations with native speakers and friends via Skype,

Messenger and school activities, and in helping students to choose a certain

subject and engage in a constructive dialogue, or debate : travelling, favorite

websites, hobbies, archaeological sites, healthy food, obesity, and sports as

well as practicing the role play through dialogue.

After a period of experimentation, the researcher applied the post-test tl

the same participants. The findings of the post-test were encouraging.

Otherwise stated, after calculating the mean of the first test and the mean of

the second test, the latter was greater than the mean of the former.

112

Finally, and with regard to the hypotheses of the study, the researcher

approved that using electronic devices developed the learners' skills of writing

through the mean mentioned before. Also using electronic devices really

improved the learners' skills of reading through giving them chances and time

to read some quotes. Furthermore, the researcher advised the teachers to

follow the Project Based Learning versus the Training Approach. Put

differently, I want to say that learning is the most beneficial lifelong skill. It is

actually cosmic, in a sense that all creatures have their innate readiness to

learn.

"Learning is the process or experience of gaining knowledge or skill

through schooling, instruction, or (systematic) study." (The Free Dictionary,

website.).

So, I can say that learning is the heartbeat of life in the present time.

Therefore, it is an urgent need for all humans in a time continuously

witnessing many inventions, phenomena, theories, surprises and challenges to

humankind i.e the Entire Earth.

On another note, technology made learning more available in different

ways. In other words, it is considered a very big challenge to the field of

education: teachers, students, authors and researchers. "All of us are keeping

up with new technology and the research about their educational applications

while we are learning about and implementing appropriate applications in

managing our teaching and learning situations".(Moursund, David, 2016).

In other words, learning is considered the best way to cope with the age of

information explosion. It is a very wide space for students to strike their

minds. "To think critically, to solve problems and to make appropriate

decisions". (Education Department, Hong Kong, 1995).

Project Based Learning (PBL) is a teaching method designed to meet

the needs and challenges of students as far as the modern age is concerned.

113

Also, PBL provides a stimulating and active environment in which

students work in a way that enables them to gain and exchange knowledge

and skills upon the advice and under the auspices of the facilitator. It provides

an educational experience and practical issues, and gives the suitable

solutions.

Additionally, (PBL) ignites creativity in students and charge them with

a very fruitful and interesting excitement. When the facilitators select real-life

projects, and prepare the helping tools, students are expected to produce good

results.

In the light of this, I can say that students get useful learning according

to the strategies their teachers lead inside and outside the classrooms. " In an

active classroom environment the role of a teacher is often that of a

facilitator, supporting pupils as they learn and develop skills in, for example,

assessing evidence, negotiation, making informed decisions, solving problems

" ( Active learning and teaching methods, Northern Ireland Curriculum). In

Conclusion, Projects Based Learning is considered a useful method in the 21st

century because it helps students interact with their environment, live a life

with the details of time and place, and then deeply think over to find

innovative perspectives and solutions.

114

5.1 Findings

The findings of the researcher are as follows:

1. Watching English programs, reading stories, and joining live

conversations with native speakers via social media tools as well as the

school activities develop their oral skills.

2. Listening to English native speakers helps non-native learners develop

the writing skills.

3. The aptitude for learning English is something principal and helpful to

EFL students.

4. Self-trust helps EFL learners express themselves better.

5. Encouraging students to express and speak without interruption or

correction to the mistakes they make is a very helpful factor to acquire

English skills.

6. The good relationship with students is vital and helps students love the

teacher alongside the subject.

7. Encouraging students to be attentive helps them empower the writing

skills.

8. Oral skills need awareness and focus for being difficult.

9. TABLETS motivates students' autonomy, confidence, and maybe

students' motivation to learn how to write formally and informally.

10. TABLETS and Electronic applications have different and/or various

activities that attract the students mind.

11. TABLETS and electronic apps provide a great deal of learners’

exposure to a variety of written authentic discourse.

12. E-learning is not a panacea for enhancing literacy; e-learning should be

used on an equal balance with other traditional methods.

13. Arabic speaking EFL learners do not usually use linking verbs in their

mother tongue Arabic. Hence, they tend to drop the linking verb as well

when they use English.

115

14. E-learning is a beneficial tool for students, but we should not overuse it

as students need verbal and face-to-face communication to develop

their cognitive and social skills through interaction.

15. Students need to depend a little more on self-study and regular review.

Of great note, the fact that speaking skills of many students deskill their

grammar skills, hence overshadow their grammar awareness and

literacy.

16. Teachers can directly observe how students individually perform; while

students can receive direct feedback from their teachers.

17. The classroom environment is crucial in fostering students’ attention to

the subject being taught, and writing is one of these skills that can be

better taught in an environment rich with teaching aids.

18. New and modern pedagogy helps a lot learners overcome their

mechanical and overall writing quality, but it depends on the kind of

strategies and the Pedagogy.

19. Educators should devise a wide range of pedagogical strategies to fill in

the gaps of learning differences and meet the learners' various

preferences learning styles.

20. Electronic devices, such as smart mobiles, personal computers, and

educational platforms, help ESL students overcome spelling mistakes.

They can also support the educational process a great deal.

21. In one way, Electronic devices will help learners avoid committing

spelling errors while writing on these electronic devices as spelling

checkers are already built in. But, on the other side, when these learners

get to use the traditional paper-and-pencil way of writing, we may

notice that their spelling accuracy has been negatively affected..

22. The teacher is supposed to encourage students to write inside the

classroom and he supervises the way of writing and he gives comments.

In this way, he can help.

116

23. Teachers are the heroes of creating much headway in the student's path

of academic achievement; they first start with diagnosing the student's

weaknesses.

24. The teacher’s role in the classroom is to simplify the rule and make it

easy to practice. the teacher may do this by running workshops

frequently in the classroom.

25. Teachers play an essential role in facilitating and simplifying the

wanted materials for students in all the four skills.

26. Encouraging peer roles inside the classroom; " Of course, motivation

may be stimulated at home and may be influenced by peers, but the

teacher is the main factor influencing a student's development of

reading motivation ". (Cambria, J and Guthri, T, 2010, 27)

117

5.2 Recommendations

In the vein of the findings, the following recommendations stemmed

from this study:

1. English language teachers should allocate two hours per week to

practicing lengthy writing techniques with students.

2. Private school administrations should provide students with

interactive Cds in addition to the curriculum with the aim of giving

the student real chances to speak, listen, and communicate with native

speakers.

3. English teachers have to encourage students to learn school radio

broadcasting in English.

4. English teachers can go with students on trips to various places:

archaeological sites, fields, supermarkets, oases, and factories to help

students acquire new vocabulary.

5. University students should have personal booklets to write their daily

activities, express feelings and authenticate the most important

incidents.

6. Labs are something basic in schools to develop the listening

comprehension skills which lead, in turn, to develop writing and

reading skills.

7. Encouraging students to listen to English programs and cartoon films

through TV and the Internet.

8. Providing school libraries with short stories, novels, and

encyclopedias adds to the learning process i.e it helps students to be

more familiar with English.

9. Motivating students and reinforcing them help students to be more

active, more enthusiastic, and more confident.

10. Aiding students in being part of the lesson. That is to say, to

participate, to answer, to negotiate, and to express themselves freely.

118

11. Teachers have to adopt indirect learning strategies when teaching

grammar.

12. Preparing students for the future is a very important method, and it

helps students to learn English very well, because English is the

language of knowledge. "An integral part of the progressive and

humanitarian approach to education is preparing students for

tomorrow’s world by creating opportunities that help them acquire

lifelong skills that will reflect positively on their academic, social, and

professional future". (Al-Issa, A and Al-Qubtan, R, 2010, A Free

Article from TESOL Journal, 1.2).

13. Language, in fact, is considered one unit, i.e when teachers develop

literacy skills they, at the same time, develop their students' oral

skills.

14. Integrating writing and reading skills is an urgent need when there

aren't enough classes per week. "Due to the lack of time English

teachers have per week for their subject, the best way to practice

writing and reading is to integrate them.

15. English teachers have to instill enthusiasm in students and try to help

them to the end of time.

119

5.3 Suggestions of Further Researches

After he finished this study, the researcher made the following

suggestions:

1. Conduct a very specific study regarding the factors that help EFL first

year university students develop their skills in writing concerning both

formal writing and day to day writing.

2. Conduct a study about the micro and macro skills in writing and

reading skills.

3. Provide a study concerning the specifications of the communications

and dialogues that help students acquire a lots of new vocabulary and

encourage them to practice their spelling confidently.

4. Provide a very specific study about the abbreviations used in the

electronic applications and social media in general.

120

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e Probably one of the best sites on the Internet that English Page teach

English Grammar. It is thorough and precise and it includes many different

exercises and tutorials.

Perfect English Grammar Lots of free explanations and exercises to help you

perfect your English grammar.

Helping You Learn English | Answers and Motivation for any English learner:

audio materials, articles, motivation and support to help you improve your

English.

Learn from the mistakes of other students Written essays, corrected and

explained.

English Harmony – Improve Spoken English, English Confidence System

This site teaches how to get rid of hesitation when speaking English.

Free English Help Tools, resources and free help service to improve your

writing skills.

Learn English Online at Open English World Open English World provides

free activities with recorded audio to help improve your English conversation,

vocabulary and pronunciation.

Free Printables for Teachers Free flashcards, worksheets, handouts and game

cards to match, phonics materials, projects, games, and more all ready for

download and printing.

ESL Galaxy - ESL Lesson Plan Portal ESL lesson plan materials, printable

worksheets & Games for Teaching English, Speaking, ESL kids materials,

grammar exercises, reading and writing materials, Interactive grammar &

Vocabulary Exercises for students.

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Active learning and teaching methods, Northern Ireland Curriculum

Learn English Learn English guide, all about how to learn English and how to

speak English.

English Language Guide English language guide, with vocabulary, grammar

and more.

ESLvideo.com Free ESL/EFL Video Quizzes for English Students, Free ESL

Video Quiz Builder for Teachers, Send Students Quizzes, Track Results.

esl-lounge.com - ESL Lesson Plans Free ESL Lesson Materials for teachers.

Grammar, worksheets, song lyrics, board games, pronunciation and more. All

free and printable.

English-Zone.Com English as a Second Language fun site! Learn grammar,

practice English verbs, idioms, spelling conversation, and more.

Word Origins: Common Roots of English, Russian and Ukrainian Words

There are so many different languages. However, we know many words from

these languages even if we don't speak in foreign tongues. Word origins

explain this fact and tell many amusing stories.

Michigan Proficiency Exam: Expert Michigan Proficiency advice Effective

Michigan proficiency self-study material from a qualified and experienced

instructor.

50 Famous links from Oxford University: (teach thought)

https://www.teachthought.com/pedagogy/50-incredibly-useful-links-for-all-

educators/

Using English.com: On UsingEnglish.com, you’ll find an incredible collection

of tools and resources for learning and teaching English as a second language,

including a grammar glossary, printables, and teacher handouts.

Everything ESL: Everything ESL is an awesome place to find ESL teaching

resources, from lesson plans to teaching tips and resources.

Colorin Colorado: Colorin Colorado is full of useful information, activities,

and resources for ELL teachers, especially those at the Pre-K to third grade

133

level. However, most activities can be adapted all the way up to high school,

making this a diverse and useful website.

Preschool English Language Learners: This resource list from the state of

Illinois has a variety of support resources for preschool English language

educators, with scholarships, journals, books, and more.

Doing What Works: Visit Doing What Works to find best practices for

teaching Literacy in English to kindergarten through fifth-grade learners.

What Works Clearinghouse: In the What Works Clearinghouse, you’ll find

scholarly publications for effective outcomes in English language learning.

National Council of Teachers of English: This professional association for

educators in English studies, literacy, and language arts offers plenty of

benefits for bilingual teachers.

National Clearinghouse for English Language Acquisition: Find data, grants,

even professional development resources for ELL educators from the National

Clearinghouse for English Language Acquisition.

TOEFL: As the official language test for education, TOEFL’s website is

incredibly useful for sharing test-taking and studying information with

students.

International Reading Association: This association of literacy professionals

has excellent resources for literacy educators, including journal articles and an

educator community.

Culturally Authentic Pictorial Lexicon: Check out this lexicon that offers

images demonstrating the true meaning of the word, making it easier for

English language learners to understand.

Many Things: On this website, you’ll find quizzes, word games, puzzles, and

a random sentence generator to help students better grasp English as a second

language.

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bab.la: Bab.la is a really fun site for ELL learners, with reference tools like a

dictionary and vocabulary, supplemented with quizzes, games, and a

community forum.

ESL Basics: On this site, you’ll find free English videos for both students and

teachers.

English Pronunciation: Okanagan College’s resource offers 13 different unit

lessons for learning and teaching English pronunciation.

BBC Learning English: In this website from the BBC, students can find help

with grammar, vocabulary, and pronunciation, with plenty of references to

current events. Plus, you’ll find a special section for ELL teachers.

ESL Gold: ESL Gold is, no joke, golden, with seemingly endless learning

resources for English. Students can practice pronunciation, find a book to

study, and even talk to someone in English on this site. Plus, teachers can find

a job, search for textbooks, discover games, and so much more.

Real English: Check out this free site for learning English, with loads of

videos from real English speakers, plus quizzes and community support.

Repeat After Us: In this online library, students can get access to a huge

collection of English texts and scripted recordings.

Google Translate: An awesome resource to use for simple translations,

Google Translate can help your students see how it's done and better

understand translations between two or more languages.

ESL Cyber Listening Lab: Direct your students to this ESL cyber listening lab

with study guides, quizzes, and even teacher features.

Vocabulix: This online tool is designed to help jumpstart students’ vocabulary

skills, with more than 90 vocabulary lessons, and the option to create lessons

of your own.

Wordsteps: Wordsteps makes it easy for students to build their own

vocabulary collection, and even access their vocabulary through a mobile

device for English language learning on the go.

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Utah Education Network English Language Learner Resources: Check out

this list of great resources for ELL, with teaching ideas, forums, and even

news and research.

One Stop English: Specially designed for English language teachers, One Stop

English has a monthly topics series, news lessons, and even an app for on the

go ELL teaching.

Casa Notes: This ingenious tool allows ELL teachers to effectively

communicate with non-English speaking parents. You’ll be able to quickly

make and customize notes that you can translate and send home to parents,

effectively communicating information about field trips, conduct, homework,

and more.

ESL Party Land: A great site for ELL teachers, ESL Party Land has lesson

plans, strategies, worksheets, flashcards, quizzes, games, and even vocabulary

resources to help you be a better ELL teacher.

Clip Art Collection: Check out this collection of royalty-free, language-neutral

clip art designed to be used for foreign language instruction.

Activities for ESL Students: Thousands of teacher contributions can be found

on this site full of quizzes, exercises, and tests for teaching English as a

second language.

Szoter: Using this online annotation tool, ELL teachers can write directly on

images to explain their meaning to students.

Oxford University Press Learning Resources Bank: A service of Oxford

University Press, this learning resources bank for English language teaching

has courses, titles, and interactive English reading tools.

English-Test.net: Encourage students to self-test with this website, offering

free English tests, grammar exercises, and worksheets.

Edu Find English Online Tests and Learning Games: Check out these test and

games that offer a great way for students to test and improve their English

language skills.

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Dictionary.com: This site isn’t just for looking up words, although it’s quite

useful in that function. Dictionary.com also offers a word of the day, games,

quotes, translation, and much more.

Thesaurus.com: Like Dictionary.com, Thesaurus.com goes beyond simple

reference, bringing inspiration and fun in the form of synonyms, fun word

facts, and even search trends.

Common Errors in English Usage: Read Paul Brian’s Common Errors in

English Usage on this website, and even get links to the book’s blog, calendar,

and entry-a-day Facebook page.

Play & Learn English: Through the Early Childhood Education Network’s

Play & Learn English resource, you can share letters, print, shapes, writing,

and other relevant images for learning the English language.

Idiom Site: With the help of this site, English language learners can make

sense of common idioms.

Fonetiks: Direct students to this incredibly useful pronunciation guide with

instant sound and samples by native speakers.

Learning the Language: On Education Week, Lesli Maxwell covers

educational policy and social issues relating to English language learning in

the US

Dave’s ESL Cafe: Check out Dave Sperling’s ESL cafe, where ELL teachers

and students alike can enjoy a great community of English learning, plus job

resources and stuff for teachers

Englishtown: Join this community of English learners from around the world

to gain insight for your ELL students

Larry Ferlazzo’s Websites of the Day: Want a regular dose of ELL resources?

Check out Larry Ferlazzo’s blog that shares news, learning resources, and

other great links for ELL teachers

ESL Podcast: Follow this podcast to share English language learning

opportunities with your students on a regular basis

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ESL Resource Center: The ESL Resource Center is “where English and

people connect,” offering live chat rooms and forums for English practice.

There are even ideas for drama and role plays, teacher development, and

storytelling resources

Teacher Talk: Several ELL teachers contribute to this blog, sharing teaching

practices, materials, ideas, and guides

Pain in the English: This fun blog is a great resource for explaining gray areas

of the English language to your students

TEFL tastic with Alex Case: Follow Alex Case’s blog to find news, views,

and reviews for English language teaching

The English Blog: Visit The English Blog to find resources, reviews, and

much more for both learners and teachers of English

Inspiration Lane: Inspiration Lane is designed to be an interactive reading

activity to share with your entire ELL classroom with new learning content

each day.

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Dictionaries

Babylon A rather good and quick bilingual dictionary software. It is not free,

but it has a free trial.

Cambridge Learner's Dictionary A simple English dictionary.

Cambridge Advanced Learner's Dictionary An intermediate level English

dictionary.

Longman English DictionaryAn intermediate level English dictionary.

Oxford Advanced Learner's Dictionary An intermediate level English

dictionary. It does an excellent job in explaining words in a accurate and

simple way.

Merriam-Webster's Online Dictionary A family of dictionaries, from simple

to the most advanced.

OneLook Dictionary Search A dictionary search site which lets you search

many different online dictionaries at once.

The Free Dictionary, (website.)

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Appendices:

Tables:

1-Stages that underlie the writing process.

2-Examples of abbreviations and their equivalent full forms.

3-Formal and informal words.

4- Prominent differences between formal and informal writing.

5- Common types of academic writings.

6- points of interest of narrative writing.

7- points of interest of descriptive writing.

8- points of interest of persuasive writing.

9- points of interest of expository writing.

10- Words with silent letters. letters written but not pronounced.

11- Confusing words when adding (ing) to them, or when they are pluralized.

12-Difference and sameness between Arabic and English.

13- Difference and sameness between Arabic and English.




17-Questioning Skills

18- The 1st group students' pre-test scores

19- The 2nd group of students' pre-test scores

20- The 1st group of students' post-test scores

21- The second group of students' post-test scores

22- Results of the t-test in the pre-test to examine the equivalence of scores.

23- Students' post-test scores

24- Students' post-test scores (Mean-SD)

25- Fig.1 presents the students' pre-test and post-test scores of English writing

skills.

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26- indicates that the difference is significant at the (0.01) level

27- indicates that the difference is significant at the (0.01) level.







34- Results of Testing H1

35- level of improving the writing skills

36- the level of improvement in writing skills.

37- level of improving spelling and grammatical skills of the students

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The answers of the pre and post-tests

College of Graduate Studies and Scientific Research

BY THE RESEARCHER: BADR M.

ALHUSSEIN

SUPERVISOR Dr. HASSAN MERGANI M. AIDAROOS

King Saud University

College of Languages and Translation

Department of English Language

Pre and Post Tests

Student's Name: ………….………

Time: 120 minutes

Total Marks: 100

-----------------------------------------------------------------

This pretest measures the writing skills of the first-year

students in King Saud University - College of Languages

and Translation.

Candidates are required to answer the following

questions depending on their prior knowledge of writing

skills.

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I- Fill in the blanks with the suitable words: (2 marks each).

begun consider arrived on washed up a few main more although indeed 1- Maher, you haven't washed up the dishes yet. Do them before you go to

school, please.

2- Muna's birthday is on the 17th of May.

3- The more I exercise, the more tired I feel.

4- The main thing in this type of situation is to remain calm.

5- The teacher asked the students a few questions.

6- They are good friends, although they don't see each other very often.

7- The film had already begun when we arrived.

8- I know that you can indeed do better than that.

9- The speaker has to consider the information gap which exists between

him and his listener.

Match the halves of the sentences: (1 mark each) -II

1- I'll be late home tonight. I've got loads of things to do at work.

2- He walked very slowly because of his bad leg.

3- The restaurants were closed, so I didn't get any sandwiches.

4- Amal went to the library, but her sister didn't.

5- The number of people with diabetes is growing partly because of an

increase in levels of obesity.

6- It was still painful, so I went to see a doctor.

7- If I study more, I learn more.

8- The place is miles away. It i is too far to walk.

9-Let me think where I put the letter.

10-Children should behave themselves, and so should adults.

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III- Read the following passage and underline the incorrect words

then write them in the correct way: (1 mark each).

The dialoge that parants practice with thier children, and teachers practice

with their students, shoud follow the methods of kidness and gentleness,

persuesion and explanation, away from estrangement and cruelty, beating and

repression, scolding and suppresion, and margenalization and exclusion.

Schools are the best and the healthiest enviroment to help students develop a

deap love and belief in dialogue.

parents b- dialogue a- kindness d- their c-

suppression f- should e-

marginalization h- persuasion g- deep j- environment i-

Add the correct punctuation marks if needed: -IV

( 1 mark each).

a)- The Nobel Prize was named after Alfred Noble who was a citizen of

Sweden (.)

b) - Yesterday (,) I heard this information from my friend (.)

c)- My friend is very poor (,) but he is happy (.)

d)- He likes reading short stories (,) coloring and watching TV (.)

e)- What a lovely day (!)

f)- Do you speak French (?)

g)-You're Spanish (,) aren't you (?)

h- I like your brother (;) he is a good friend (.)

i)- He is an editor-in-chief of the magazine (,) isn't he (.)

j- What a lovely view you have here (!)

k)-Do you like tea ( ?) Yes (, ) I do (. )

l)-I would like to visit Ahmad ( .)

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Think and then write the suitable synonyms for the -V

following words: (1 mark each)

The synonym The word The synonym The word Annoy/ bother Irritate Considerable Important Race/walk quickly Run Low-priced Cheap Friendly/ nice polite Solid/ strong Hard Beautiful/ fair handsome Comment/response Answer Eager/ hungry greedy Well-known famous

VI- Circle the word or phrase ( a, b, c or d ) which most nearly

means the same as the underlined ones: (10 marks)

down the stairs. ledtumbThe old man -1

a)- liberal

b)- not convinced

c)- fell

d)- called

his friendly attitude? brought aboutWhat -2

a)- caused

b)- altered

c)- gave in

d)- exposed

candid.They were astonished when the politician promised to be -3

a)- bitter

b)- sour

c)- beautiful

d)- truthful

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rowdy.When she was ten years old, she was quite -4

a)- coward

b)- generous

C)- raucous

d)- introvert

deception.We suspected the whole tale because it was an elaborate -5

a)- stupid

b)- invitation

c)- hoax

d)- senile

in the Middle Ages. incrediblethe earth is round seemed The theory that -6

a)- unbelievable

b)- complicated

c)- famous

d)- attractive

their talks a week later. carry onThey will -7

a)- cancel

b)- continue

c)- appropriate

d)- mediate

the sun creates the change of seasons. motion of the earth round perpetualThe -8

a)- diverse

b) -ancient

c)- ability

d)- constant

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victory was on our side. ultimateAfter many defeats, the -9

a) -only

b)- true

c)- final

d)- initial

her nerves. sootheThe doctor gave her some medicine to -10

a)-deaden

b)- douse

c)- jangle

d)- calm

VII- In no more than 150 words, write about one of the following topics:

(20 marks)

a)- Communication through text messaging helps students very much to

master writing skills. Do you agree or disagree?

b)- Body language plays a very vital role in the success of dialogue as far as

dialogues about daily routines are concerned. To what extent do you agree?

…………………………………………………………………................……

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The End

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