Kingdom of Saudi Arabia
Ministry of Education
Prince Sattam bin Abdulaziz University
College of Sciences and Humanities . HBT
Department of English Language
Summer Term 1441
Research Method ENG 4180
Research proposal
The Impact of CALL in Learning Writing Skill
A research proposal submitted as a partial fulfilment for the requirement of the course ENGL 4180 Research Method. Mentored by Dr. Abdulaziz B Sanosi.
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Contents
Your Research Title.1
Background:3
Research Problem4
Research Questions4
Research Hypotheses4
Research Objectives4
Literature Review5
Research Methods6
Sample6
Data Collection7
Data Analysis8
Bibliography9
The Impact of CALL in Learning Writing Skill
Background:
Writing skills are considered one of the most difficult language skills for many students, not only writing in English, but writing in the mother tongue is not easy for some students, and in fact mastering the writing skill requires more effort.
Students have encountered multiple hurdles in the effective learning of writing skills at different level and ages both at the school environment and home-schooling.
Fortunately, the digitalization of issues in the academic environment has led to the discovery and utilization of Computer Assisted Language learning popularly referred to as CALL in the enhancement of efficiency in learning writing skills.
This has made it possible for the registration of positively growing learning curves in writing skill learning. Teachers and learners have consistently used CALL to make learning easier and more fun.
However, the efficiency attained with the use of CALL in learning writing skills differs from students to student and teacher to teacher.
CALL has been designed for teacher instruction and student learning for each to understand differently at their specific levels.
The efficacy to be continuously attained should be backed up by the development of a strategy that will guide students and teachers to keep abreast with the advancement and revolutions as this paradigm shifts with the change in technology.
Nevertheless, the benefits that have been brought including the ease of learning the writing skill go beyond development of both the primary language of a learner and the second language.
Clearly, CALL is a revolution itself in the enhancement of continuous learning of English as a second language for students from non-English speaking backgrounds. Additionally, native English speakers have improved their writing skills with the application of CALL.
Research Problem
1. Spelling: It is one of the most difficult axes that students can face, and its difficulties increase when the letter is consistent with the sound it represents, which may cause difficulty for the spelter.
2- The calligraphy: indicates the motor activity involved in the writing process.
3. Expression or creation: refers to the most innovative part of the writing process.
Research Questions
What are the difficulties of learning to write in English?
What are the degree of difficulties of learning to write in the English language that students face?
What is writing and its importance?
What are the stages of the writing process for learning the English language?
Research Hypotheses
1-See the literature and studies related to the study.
2. Develop the study tool and ensure its honesty and reliability.
3. Taking the necessary approvals to carry out the field study from all the relevant authorities.
4. The study community determines the teachers of English language for the basic stage classes.
Research Objectives
Classification of the difficulties of learning to write in the English language facing students
The basic classes from the viewpoint of their teachers, through several questions we asked earlier in this article.
Literature Review
Previous studies related to the difficulties of learning to write in the English language varied in terms of their objectives
And methods of selecting samples in each of them, and the tools used to collect data for those studies.
In terms of goals, they have varied, including what aims to identify the difficulties of written cohesion, such as studying
Blote & Bletz (2002, and others) aimed at identifying the difficulties of learning to write in the language
English in general, such as the Four-Way and Scientific Study (2005), but this study aims to identify
Difficulties in learning to write in the English language for students of elementary grades from the basic education stage.
According to An Assessment of the Effectiveness of CALL in Teaching English Language Writing Skills in Saudi Arabia, the present digital era with foreign or other languages, the application of CALL is evident in these programs.
However, the utilization of CALL is distinct from the teacher to teacher and student to student. Fortunately, call has been efficient since it has enabled learning independently.
This has set students in motion to learn specific languages by revision and revisiting. Through repetition and continuous review, learners master specific skills taught in class at a fast pace (Alhujaylan, 2019).
Learning writing skills is enjoyable and hectic at the same time for EFL students. This is because they encounter different problems while learning the various aspect of texts. Inclusive of these is the culmination of imagined ideas to come up with word formation (Alhujaylan, 2019).
Research Methods
Research methods taken to conduct this research determine:
1- The study problem.
2- The study's goal and questions.
3- The importance of the study.
4- Study terms.
5- Study limits
6- Study limitations.
Sample
The sample of the study was chosen by stratified random method, at the rate of 8% of the study population, after identification
Sample size according to Bartlett tables for probability samples according to the gender of the teacher and the supervising authority
An English teacher and tutor are regular in basic education
As the sample reached (351)
Grades (4-6) for the academic year 2017/2018, and the table shows that.
total
|
Private school
|
State school
|
school
gender
|
Sample
|
society
|
sample
|
society
|
sample
|
society
|
58
|
698
|
38
|
461
|
20
|
237
|
teacher (male)
|
293
|
3523
|
266
|
3203
|
27
|
320
|
teacher (female)
|
351
|
4221
|
|
|
Data Collection
The stability of the study tool was confirmed by using two methods: the internal consistency method using an equation
Alpha - Cronbach, and the test method (retest - Test)
Apply the questionnaire to (30) individuals from outside the study sample, and re-apply them after two weeks, and after
The test stability coefficient was calculated using the Pearson correlation coefficient between the results of the two applications, and the following table shows the results.
Pearson
|
Cronbach Alpha
|
Specialization
|
number
|
0.87
|
0.81
|
Difficulties writing coherent words and phrases.
|
1
|
0.78
|
0.86
|
Academic cohesion difficulties.
|
2
|
0.74
|
0.88
|
The difficulties of written expression and its organization.
|
3
|
0.88
|
0.90
|
Total mark
|
Data Analysis
Mathematical averages and standard deviations were extracted to measure the degree of difficulties
Learn to write in the English language in public and private schools at the Directorate of Education.
The mean and standard deviations were extracted according to:
Supervising authority and gender.
To calculate the stability coefficient a Pearson correlation coefficient and the Alpha Cronbach equation were used.
Bibliography
Alhujaylan, H. (2019). An Assessment of the Effectiveness of CALL in Teaching English Language Writing Skills in Saudi Arabia. Arab World English Journal (AWEJ) Special Issue on CALL, (5).
Bitchener, J. S (2005). The Effect Of Different Types of Corrective Feedback on
ESL Student Writing, Journal of Second Language Writing. Vol.14, No.
3,191-205
Bletz, H. & Blote, A. (1993). A Longitudinal Study an Dysgraphic Hand Writing
Primary School. Journal Of Learning Disabilities, Vol. 26, No. 10.
Dana, F. (2007). Preparing Teachers to Respond to Student Writing. Journal of
Second Language Writing. Vol.16, No. 3.
Elbw, P.(2002). Writing to publish is for every student. In C.Weber (ED),
Publishing with students: A comprehensive guide. (p. 1-8) Postsmouth,
NH: Heinemann.
Fageeh, A. (2003). Saudi Collage students Beliefs Regarding their English
Writing Difficulties. Doctoral Dissertation, School of Graduate Studies and
Research, Indiana University of Pennsylvania.
Gerson, Sharon J. ; Gerson, Steven M. (2006). Teaching Writing Process and
Product. Ohio: Pearson Prentice Hall.
Heard, G. (2002). The revision toolbox: Teaching techniques that work.
Portsmouth, NH: Heinemann.
Howarth, P. E. (2007). Creative Writing and Schiller’s Aesthetic Education.
Journal of Aesthetic Education. Vol.41, No.3, 41-58.
Icy, L.(2008). Student Reactions To Teacher Feedback In Two Hong Kong
Secondary Classrooms. Journal of Second Language Writing, In Press,
Corrected Proof, Available online 20 February 2008.
Parsons, L.(2001). Revising and editing. Markham, ON: Pembroke.
Ritchey, K.(2008). The Building Blocks of Writing: Learning to Write Letters and
Spell Words. Reading and Writing. 21. 27-47.
Rivers, W & Temperley, M (1978). A Practical Guide of the Teaching of English
as a Second or Foreign Language. (Last digit) printing, New York, Oxford
University Press.
Saddler,B.(2003). “But teacher, I added a period!” Middle schoolers learn to revise.
Voices from the Middle, 11(2), 20-26.
Tompkins, Gail E.(2008).Teaching Writing Balancing Process and Product.
Ohio: Pearson Prentice Hall.
Torres, J. & Ash,M. (2007). Cognitive development. In Encylopedia of special
education: A reference for the education of children, adolescents, and adults
with disabilities and other exceptional individuals.
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