Analyzing Spelling Errors Committed By English as a Second Language (ESL) Learners At Secondary School Level

Authors

  • Muhammad Imtiaz PhD. Scholar, Department of Education, Superior University, Lahore, Punjab, Pakistan.
  • Khawaja Hisham Ul Hassan Assistant Professor, Department of Education, Superior University, Lahore, Punjab, Pakistan.
  • Farhana Akmal Lecturer, Department of Education, Superior University, Lahore, Punjab, Pakistan.

DOI:

https://doi.org/10.54183/jssr.v3i2.246

Keywords:

Spelling Error, Learner, Secondary School, English as Second Language

Abstract

Analyzing spelling errors committed by English as a second language (ESL) learners at secondary school level was the major purpose of the present research. Deliberating which types of spelling errors do the English learners committed and what are the causes behind the committing spelling errors was the main purpose of the current research. It was case study research design based on cross-sectional survey design in nature by applying qualitative research approach. Population for the present study was comprised all students of 10th class of the Govt. High school Kangan Pur which was situated in district Kasur. Data was collect from 45 students of the 10th class which were selected by applying purposive sampling technique via structured group interview protocol. Interview protocol was pilot tested by different English teaching experts. On the bases of their instruction, interview protocol was modified for final application. Thematic analysis was done of the gathered information. It was covered that majority of the pupils committed omission, substitution, insertion, transition spelling errors. The most committed type of spelling error is ‘omission error’. They felt difficulty in writing correct spelling due to lack of vocabulary, reading habits, development of self-concept, motivation, spelling system. Moreover, mother tongue, education system, untrained English teacher, poor reading and listening skill of students, and proofreading are the causes of committing spelling errors. The major cause of committing spelling error by English as a second language (ESL) learners at secondary school level is native language.

References

Ahmad, E., Khan, Q., & Ullah, W. (2021). Investigating English spelling difficulties in basic level pupils: A case study of some basic level schools in Omdurman locality. Sudan University of Science and Technology, Khartoum, Sudan.

Altamimi, D. (2019). Spelling Problems and Causes among Saudi English Language Undergraduates. Arab World English Journal (AWEJ). 10(3), 342-345

Altamimim, M., & Rashid, D. (2019). Improving Students' English Speaking Proficiency in Saudi Public Schools. International Journal of Instruction, 8(1), 105-116.

Bahloul, A., M. , (2017). Spelling errors of Arab learners: Evidence of inter-graphic mapping. In: Combe, C. and Barlow L. , Eds. Language Teacher Research in The Middle East. 3(5); 141-151.

Barcroft, J. (2017). When knowing grammar depends on knowing vocabulary: Nativespeaker grammaticality judgments of sentences with real and unreal words. The Canadian Modern Language Review. 63(3), 313- 343.

Bennui, P. (2018). A study of L1 interference the writing of Thai EFL students. London: Heinemann Education Book. Ed. 4: 172-180.

Elliott, W,. A. (2020). Evaluation and selecting EFL teaching materials. Malaysian Journal of ELT Research, 4(2), 72-102.

Hasnain, W & Muhammad, O. (2022).Case Studies Of Native Language Interference with Target Language Usage. International Education Journal. 1(1), 22-31.

Mekhlafi, M. (2016). Spelling Errors of Omani EFL Students: Causes and Remedies. Journal of Applied Linguistics and Language Research; Volume 3, Issue 7, 2016, pp. 20-46.

Moats, L. (2021). Spelling Error Analysis for Planning Intervention. Journal Multilingual and Multicultural Development , 12(5), 816: 474- 486.

Perveen, U, & Akram, F. (2017). A Comparative Study to Know the Causes of Spelling Errors Committed by Learners of English at Elementary Level, European Academic Research. 2(14), 123-154, 178.

Valika, D., K. (2017). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta analysis. Review of Educational Research, 71, 393 447.

Downloads

Published

2023-06-30

How to Cite

Imtiaz, M., Hassan, K. H. U., & Akmal, F. (2023). Analyzing Spelling Errors Committed By English as a Second Language (ESL) Learners At Secondary School Level. Journal of Social Sciences Review, 3(2), 181–189. https://doi.org/10.54183/jssr.v3i2.246