Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowled...Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.展开更多
English is considered as Arab students＇ second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and senten...English is considered as Arab students＇ second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and sentence structures were identified in bridging language courses （foundation level 2） in the field of ESL （English as a Second Language}. Learners＇ errors were considered positively as the best sources to identify students＇ limitations in English writing. The present study investigates the structure errors of Omani students＇ writings in English in foundation level 2 at Arab Open University. The focal aim is to study the errors that Ornani students commit when they are using adjectives ＋ nouns, indefinite articles, and subordinate conjunction ＂because＂. Results show that Omani students committed the following common errors： misplacement of adjectives, omission of the indefinite articles, and wrong structure of the subordinate conjunction （because）. The prime aim of this study is to examine the students＇ aforementioned structural errors which are the result of the interference of their mother-tongue. In order to achieve these aims, students were asked to write two different topics. Finally, this research suggests further recommendations for further studies which might ameliorate students＇ learning by adopting appropriate strategies for teaching.展开更多
文摘Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.
文摘English is considered as Arab students＇ second language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Omani students, errors in grammar and sentence structures were identified in bridging language courses （foundation level 2） in the field of ESL （English as a Second Language}. Learners＇ errors were considered positively as the best sources to identify students＇ limitations in English writing. The present study investigates the structure errors of Omani students＇ writings in English in foundation level 2 at Arab Open University. The focal aim is to study the errors that Ornani students commit when they are using adjectives ＋ nouns, indefinite articles, and subordinate conjunction ＂because＂. Results show that Omani students committed the following common errors： misplacement of adjectives, omission of the indefinite articles, and wrong structure of the subordinate conjunction （because）. The prime aim of this study is to examine the students＇ aforementioned structural errors which are the result of the interference of their mother-tongue. In order to achieve these aims, students were asked to write two different topics. Finally, this research suggests further recommendations for further studies which might ameliorate students＇ learning by adopting appropriate strategies for teaching.
