Papers by Shada A H M E D Sulaiman
Shada Sulaiman, 2024
This study investigates the errors made by Libyan postgraduate students in their academic writing... more This study investigates the errors made by Libyan postgraduate students in their academic writing assignments within the Faculty of Languages at the University of Tripoli. A mixed approach was utilized in this study. Qualitative method was employed to identify, categorize, and classify the errors made by EFL postgraduate students in their written assignments during the academic writing course in their first semester of the program. This study also used a quantitative approach to collect the postgraduate students' viewpoints based on their educational backgrounds regarding the potential factors contributing to the challenges they face in academic writing. A purposive sampling technique is utilized to gather 16 samples from the participants, which are then analyzed word-byword to collect the necessary data for the analysis. Following a detailed coding process, the errors are identified and classified into four categories: grammatical, mechanical, lexical, and syntactic. The data analysis reveals a total of 284 errors, with lexical errors being the most common (32%), followed by grammatical errors (28%), mechanical errors (27%), stylistic errors (9%), and syntactic errors (4%). Despite the expectation of high writing skills, students encounter challenges in academic writing. It is hoped that the results of this study may assist syllabus designers in addressing the identified challenges faced by Libyan postgraduate students in academic writing, ultimately enhancing the students' writing proficiency.
Shada Sulaiman , 2024
This study investigates the errors made by Libyan postgraduate students in their academic writing... more This study investigates the errors made by Libyan postgraduate students in their academic writing assignments within the Faculty of Languages at the University of Tripoli. A mixed approach was utilized in this study. Qualitative method was employed to identify, categorize, and classify the errors made by EFL postgraduate students in their written assignments during the academic writing course in their first semester of the program. This study also used a quantitative approach to collect the postgraduate students' viewpoints based on their educational backgrounds regarding the potential factors contributing to the challenges they face in academic writing. A purposive sampling technique is utilized to gather 16 samples from the participants, which are then analyzed word-byword to collect the necessary data for the analysis. Following a detailed coding process, the errors are identified and classified into four categories: grammatical, mechanical, lexical, and syntactic. The data analysis reveals a total of 284 errors, with lexical errors being the most common (32%), followed by grammatical errors (28%), mechanical errors (27%), stylistic errors (9%), and syntactic errors (4%). Despite the expectation of high writing skills, students encounter challenges in academic writing. It is hoped that the results of this study may assist syllabus designers in addressing the identified challenges faced by Libyan postgraduate students in academic writing, ultimately enhancing the students' writing proficiency.
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Papers by Shada A H M E D Sulaiman