Report: Writing Difficulties with Word Sounds, Spelling, and Meaning

This report delves into the writing difficulties encountered by English as a Foreign Language (EFL) learners, addressing challenges related to word sounds, spelling, and meaning. It begins with an introduction to the learning process and its significance in acquiring knowledge and skills. The literature review explores the language barriers faced by EFL learners, emphasizing the importance of English in various contexts. The report highlights common issues such as poor vocabulary, sentence structure problems, and grammatical errors. It also discusses the impact of pronunciation, cultural shock, and learning disabilities on writing abilities. The conclusion summarizes the findings, emphasizing the need for proper training and education to improve writing skills and manage talent effectively. The report references various books and journals to support its analysis, offering a comprehensive overview of the topic.

The writing difficulties
with word sounds, spelling
and meaning for EFL
learners

Table of Contents
INTRODUCTION...........................................................................................................................1
LITERATURE REVIEW............................................................................................................1
CONCLUSION................................................................................................................................3
REFERENCE...................................................................................................................................4

INTRODUCTION
Learning is the process of acquiring knowledge, behaviour, skills, values, preference, and
attitudes which are used to complete the any courses and project. This is important for each
individual to identify the task and bring the use of different skills that can help to maintain the
good performance (Valchuk, & Yurko, 2020). The ability to learn is possessed by human beings,
machines, and animals by observing others. The whole report is about discussion of difficulties
with word sound, spelling and meaning of EFL learners. The language problem which are facing
in child writing is poor vocabulary, difficulty with sentence structure and word order, awkward
phrasing and unconventional grammar, trouble reading back what is written, difficulty with word
sounds, spelling, and meanings and difficulty with word sounds, spelling, and meanings.
LITERATURE REVIEW
There are different culture, language, and behaviour of individual who lives in different
country so they behave differently. EFL Learners means English as foreign language in learning
English in non- English speaking country. It has been defined that when ever people moves from
their home country to another then they needs to communicate but due to language barriers
various problems can be occurred. In this, English is considered as important language which
commonly used at every place and can be understand easily. For example, Arabic is the official
language of Saudi Arabia, but English is widely spoken. It uses in businesses, and compulsory as
second language in schools. This is important for each individual that their language, grammar,
pronunciation, and sound should be very clear. This should be listen and understandable by
people that supports to manage the each activity and project (Nation, & Macalister, 2020).
It has seen that EFL Learners are facing the problem of poor vocabulary, difficulty with
sentence structure and word order, awkward phrasing and unconventional grammar, writing,
sound, and spelling the word which make feel them embrace in front of others and affected their
learning abilities. One of the most hurdle which is facing by individual as how to learn the
english and how to interact with others. English tends to be more informal than written English,
presenting further complexities which is required to be solve. The main difficulties is facing by
EFL learners is grammatical mistakes that make the sentences so confusing and creates
misunderstanding. This leads to a great many common mistakes. The person should have proper
knowledge and understanding about grammar and is require to take classes which can help to
1

bring improvements. Learning us the main part in student's life as it increase skills and abilities
to listen actively and managing the all activities. To develop the skills regular classes and
observation is the best strategies which can be used by learners to face the difficulties smoothly
(Mehlhase, and et.al., 2019).
The another difficulties is pronunciation and inconsistency in learning which has created
the problem in participating in the learning session. For example, whenever any student try to
learn and share with others then it needs to use proper language with accurate pronunciation but
due to belonging with other country or culture student is not able to sound properly. This creates
the confusion and problem in completing any project timely. The prevalent sounds can differ
quite dramatically. The issues are certain sounds in English are particularly tricky, cannot always
guess the pronunciation from the spelling, having so many silent letters and regional dialects
after pronunciation that reduce the working abilities and create the problems in managing task.
There are so many hard vocabulary which are difficult to read, sound and understand. This type
of problem is facing by EFL learners and reduced the learning skills (Kearns, 2020).
EFL learners often faced faced culture shock, that can hinder their progress, education,
and learning. In other words, cultural change and language barriers are anxiety that results from
losing all familiar signs and symbols of social intercourse. This affected the life of individual and
reduce the productivity. The students should be analysis the culture and behaviour of individual
as they belongs to other country which might be created the problems in their learnings. People
with learning disabilities in reading often have problems in spelling as well. Spelling is affected
by independent reading and exposure to text or words. For individual it is important to strong
their vocabulary and start to take the classes of English Spoken that will help to improve the
skills and developing future career. As students are becoming more conscious about their career
so they wants to overcome from the fear of learning english and wants to take admission in
different courses which are running in recognised universities. The tutor is playing important role
in this, as it needs to understand what students wants and how they can develop their learning
skills. The tutor should be provide the training and learning classes in which students can
improve their grammatical, spellings, vocabulary, and personal development skills that are
important to developing the future career. By taking the regular classes and learning english
language students can share or communicate with others smoothly and also make understand to
others. EFL learners are those individual who does not have knowledge of other language and
2

wants to develop their skills by taking regular classes and training. This brings changes in people
learning and managing talent at the workplace (Aziz, 2019).
CONCLUSION
From the above report it can be concluded that EFL learners facing the difficulties in
writing, sound, and word that is require to be solve. Spelling of whole words is facilitated with
child and students who understand task when the child understands that words are made up of
separate speech sounds and letters. The person should have proper knowledge and understanding
about different language which can be used to develop the career and managing the future
projects. The tutor should provide proper training and education programme where they can
bring improvements in their learnings and managing the talent properly.
3

REFERENCE
Books and Journal
Valchuk, K., & Yurko, N. (2020). Main techniques to spell better in English. Матеріали
конференцій Молодіжної наукової ліги, 9-11.
Treiman, R., & et.al., (2019). The unique role of early spelling in the prediction of later literacy
performance. Scientific Studies of Reading. 23(5). 437-444.
Nation, I. S., & Macalister, J. (2020). Teaching ESL/EFL reading and writing. Routledge.
Alshehab, M., & Rababah, L. (2020). Lexical Legal Problems committed by translation students
When translating English legal sentences into Arabic at Jadara University in
Jordan. Asian EFL Journal Research Articles. 27(2). 193-215.
Mehlhase, H., & et.al., (2019). Orthographic learning in children with isolated and combined
reading and spelling deficits. Child Neuropsychology. 25(3). 370-393.
Aziz, M. (2019). Understanding English Speaking Difficulties: Implications for the English
Language Curriculum for the Arab Students in a Pakistani University. In English
Language Teaching Research in the Middle East and North Africa (pp. 351-382).
Palgrave Macmillan, Cham.
Kearns, D. M. (2020). Does English Have Useful Syllable Division Patterns?. Reading Research
Quarterly. 55. S145-S160.
Sokolović-Perović, M., Bassetti, B., & Dillon, S. (2020). English orthographic forms affect L2
English speech production in native users of a non-alphabetic writing
system. Bilingualism: Language and Cognition. 23(3). 591-601.
Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based
contextual gaming approach on EFL students’ writing performance, learning
perceptions and generative uses in an English course. Computers & Education. 137. 59-
77.
Elashhab, S. (2019). Exploring vocabulary learning strategies of Saudi female university
students: Perspectives and use. International Journal of Language and Linguistics. 6(3).
47-55.
O’Brien, B. A., Habib, M., & Onnis, L. (2019). Technology-based tools for English literacy
intervention: Examining intervention grain size and individual differences. Frontiers in
psychology. 10. 2625.
Wu, M. H. (2019). The applications and effects of learning English through augmented reality: A
case study of Pokémon go. Computer Assisted Language Learning, 1-35.
Kholmirzayevich, T. A., & Abduzoirovna, Y. F. (2020). Teaching segmental features to efl
learners. Asian Journal of Multidimensional Research (AJMR). 9(5). 351-359.
Geva, E., & et.al., (2019). Assessing reading in second language learners: Development, validity,
and educational considerations. In Reading development and difficulties (pp. 117-155).
Springer, Cham.
Barclay, S., & Schmitt, N. (2019). Current perspectives on vocabulary teaching and
learning. Second Handbook of English Language Teaching, 799-819.
Al-Adawi, S. (2019). Omani EFL written errors at a college level. In English language teaching
research in the Middle East and North Africa (pp. 455-478). Palgrave Macmillan,
Cham.
Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view
of reading. Australian Journal of Learning Difficulties. 24(1). 47-73.
4

Telaumbanua, T. (2020). STUDENTS’DIFFICULTIES IN WRITING NARRATIVE TEXT AT
THE NINTH GRADE STUDENTS OF SMP SWASTA KRISTEN BNKP
TELUKDALAM. Jurnal Education and Development. 8(1). 464-464.
Price-Mohr, R., & Price, C. (2020). A comparison of children aged 4–5 years learning to read
through instructional texts containing either a high or a low proportion of phonically-
decodable words. Early Childhood Education Journal. 48(1). 39-47.
Khatter, S. (2019). An analysis of the most common essay writing errors among EFL Saudi
female learners (Majmaah University).
5