Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia
The ability to spell properly is usually regarded as a good indicator of one’s level of education (Fagerberg, 2006). In this study spelling difficulties are classified as phonological, morphological, and orthographical difficulties in order to examine the correlation between spelling difficultie...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/16544/ http://journalarticle.ukm.my/16544/1/34538-145067-2-PB.pdf |
| _version_ | 1848814078925996032 |
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| author | Alipour, Maryam Khazriyati Salehuddin, Siti Hamin Stapa, |
| author_facet | Alipour, Maryam Khazriyati Salehuddin, Siti Hamin Stapa, |
| author_sort | Alipour, Maryam |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | The ability to spell properly is usually regarded as a good indicator of one’s level of education (Fagerberg, 2006).
In this study spelling difficulties are classified as phonological, morphological, and orthographical difficulties in
order to examine the correlation between spelling difficulties and the linguistic awareness of Iranian EFL students
in Malaysia. The participants of the study were 41 Iranian EFL students (20 males and 21 females) who were
selected purposefully from an Iranian secondary school in Kuala Lumpur, Malaysia. A pre-test post-test design
adapting a set of tests from Tabrizi et al. (2013) was used to examine the correlation between linguistic awareness
and spelling difficulties. Forty words were selected from the second-year English textbook of Iranian EFL students
in the pre-test and post-test. Based on the results of the pre-test, the most frequent types of errors were identified.
They were related to the Visual Memory, Training Error, Listening Accuracy, Visual Accuracy, Dysgraphia and
Visual Sequential Memory. Analysis of the data showed a significant correlation between the participants’
linguistic awareness and phonological, morphological and orthographical spelling difficulties. It was concluded
that children’s developing awareness of linguistic features can help them become more proficient language
learners. Findings from this study can assist EFL teachers in mitigating the spelling difficulties among young
learners. |
| first_indexed | 2025-11-15T00:28:22Z |
| format | Article |
| id | oai:generic.eprints.org:16544 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:28:22Z |
| publishDate | 2020 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:165442021-05-10T02:43:20Z http://journalarticle.ukm.my/16544/ Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia Alipour, Maryam Khazriyati Salehuddin, Siti Hamin Stapa, The ability to spell properly is usually regarded as a good indicator of one’s level of education (Fagerberg, 2006). In this study spelling difficulties are classified as phonological, morphological, and orthographical difficulties in order to examine the correlation between spelling difficulties and the linguistic awareness of Iranian EFL students in Malaysia. The participants of the study were 41 Iranian EFL students (20 males and 21 females) who were selected purposefully from an Iranian secondary school in Kuala Lumpur, Malaysia. A pre-test post-test design adapting a set of tests from Tabrizi et al. (2013) was used to examine the correlation between linguistic awareness and spelling difficulties. Forty words were selected from the second-year English textbook of Iranian EFL students in the pre-test and post-test. Based on the results of the pre-test, the most frequent types of errors were identified. They were related to the Visual Memory, Training Error, Listening Accuracy, Visual Accuracy, Dysgraphia and Visual Sequential Memory. Analysis of the data showed a significant correlation between the participants’ linguistic awareness and phonological, morphological and orthographical spelling difficulties. It was concluded that children’s developing awareness of linguistic features can help them become more proficient language learners. Findings from this study can assist EFL teachers in mitigating the spelling difficulties among young learners. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/16544/1/34538-145067-2-PB.pdf Alipour, Maryam and Khazriyati Salehuddin, and Siti Hamin Stapa, (2020) Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 26 (4). pp. 157-174. ISSN 0128-5157 https://ejournals.ukm.my/3l/issue/view/1364 |
| spellingShingle | Alipour, Maryam Khazriyati Salehuddin, Siti Hamin Stapa, Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title | Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title_full | Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title_fullStr | Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title_full_unstemmed | Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title_short | Linguistic awareness and English spelling difficulties of Iranian EFL students in Malaysia |
| title_sort | linguistic awareness and english spelling difficulties of iranian efl students in malaysia |
| url | http://journalarticle.ukm.my/16544/ http://journalarticle.ukm.my/16544/ http://journalarticle.ukm.my/16544/1/34538-145067-2-PB.pdf |