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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan
Hussain Shahid, Shahid
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Education

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Examining the writing errors of Saudi EFL learners: Practices and views Ishtiaq, Muhammad; Hussain Shahid, Shahid; Muhammad Ishtiaq, Raja; Mohd Nasim, Saleem
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.70967

Abstract

Mastering error-free writing is challenging, especially for Arab EFL learners. They often manifest these errors in many ways, such as grammar and mechanics. A step toward improving them is to explore the typical difficulties they encounter in writing. This study aimed to examine Saudi EFL undergraduates' writing difficulties using a sequential explanatory research design (a mixed-method approach). Paragraphs written by forty-one students were analyzed, and errors were calculated and categorized in the first phase. Then, semi-structured interviews were conducted with 23 participants to probe further insights on the challenges they face and types of errors in writing, reasons, and suggestions for improvements. The quantitative data was analyzed using Atlas. ti 9. Results revealed that the most common errors from the mixed method were punctuation, capitalization, and grammar. However, the views on spelling errors differed from the participants' practices. They credited teaching, textbooks, and disinterestedness as reasons for their poor proficiency. Moreover, they believed more writing practice and the development of reading habits could enhance their writing skills. These findings provide valuable insights for English language educators and learners, offering guidance on contextualized instruction and practical implications for teaching, learning, material development, and curriculum design.
Using Canva and Microsoft Teams to support students’ writing tasks Zahidah Wan Sulaiman, Wan; ali, zuraina; Mohd Ali, Zarina; Hussain Shahid, Shahid; Ishtiaq, Muhammad; Abu Bakar, Norsuhaily
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.27985

Abstract

Teachers and students face difficulties in remote learning. These difficulties can be greatly reduced by utilizing applications, such as Microsoft Teams (MS Teams) and Canva. This study investigates the effectiveness of using Canva and MS Teams as helpful resources for students assigned to write informative speech essays. Employing a sequential explanatory research design in a mixed-method approach, the study involved sixteen English majors from a private university located on Malaysia’s East Coast. Students used MS Teams to complete pre-and post-tests, and afterward, interviews were held to learn more about how they felt about using Canva. The pre and post-tests showed that students improved their writing abilities when using MS Teams since they had a chance to collaborate with their peers and teachers. Qualitative findings also revealed that online learning environments promoted interaction between students and teachers and between students and their peers. The results suggest that incorporating web tools like MS Teams and Canva could enhance students’ learning experience as they complete their writing projects. Overall, this study highlights the potential benefits of incorporating web technologies into the writing process and underscores the importance of seeking student feedback to improve the effectiveness of these tools.
Co-Authors Abu Bakar, Norsuhaily Ali, Zuraina Ishtiaq, Muhammad Mohd Ali, Zarina Mohd Nasim, Saleem Muhammad Ishtiaq, Raja Zahidah Wan Sulaiman, Wan