Spelling errors in english composition : a case study of Iraqi university students

Abstract EN

Writing is a pivotal system that transfers spoken utterances from being heard to being seen and read.

Literacy is appraised not only by reading and writing accurately, but also spelling words correctly.

Generally speaking, second language learners (L2) may struggle in their English writing more than first language speakers (L1) due to different reasons.

Even among L2 learners, it is believed that Arab learners struggle with English spelling more than any other non-native speakers.

The present study aims at identifying, classifying and explaining the errors that EFL students make from linguistic perspectives.

The sample of the study is 50 students (first grade of English Department at Al Esraa University College) all of them are native speakers of Arabic, spelling errors were collected and analyzed from their written composition.

Frequency of spelling errors was calculated.

Then, errors were categorized according to their types and likely causes.

The results of this study are consistent with previous researches, which found that spelling errors made by Arab learners are associated with the impact of their L1.

The most common spelling errors are consonant doubling, silent letters, final [e] and vowels in general.

It is, thus, indispensable for Arab instructors to scrutinize this dilemma explicitly.