ASSISTING THE COMMON SPELLING ERRORS IN THE WRITTEN ENGLISH OF

ESL LEARNERS: Based on grade eleven students at WP/GM/ Aligarh Maha Vidayalaya, Kal-

Eliya and WP/GM/ Al-Azhar Central College, Thihariya Gampaha District - Sri Lanka.

Significance of spelling

English played a central role in international communication in the 21st century, with

increasingly widespread access to computers and the internet. This made it necessary for

ordinary individuals to learn English as a second language, not just politicians or businessmen.

(Kusuran & Amir, 2016). There can be no doubt that English spelling is a difficult matter

involving several connected skills such as reading and writing. And mother-tongue students find

it challenging for second-language learners (Ismail & Kareema, 2013).

The output of the English language of university students has recently decreased and become an

issue when teaching English as a second language in foreign countries (Benyo, 2014). A study

by (Al-Jarf, 2008; Mifflin, 2007) defines that any words that do not completely or partially fit the

target word are marked as wrong orthography. In the absence of a single vowel, single

consonant, vowel digraphs, digraphs of consonants, phonogram, suffix, or prefix all the defective

terms and graphemes are counted as errors. It is a sequence of letters which are entirely different

from the spellings of the word of the same word (for example, "liek" for like"). A study by

Nagataa, Takamura and Neubig (2017) revealed the following findings:

“1. A spelling error tends to have the same or a similar meaning as its correct form, and thus the

two appear in a semantic space.

2. Given a set of target texts, a spelling error is almost always corrected to the identical correct
spelling form.

3. The adaptation to the writer’s mother tongue is necessary from the viewpoints of both

correction performance and feedback for learners.”

Spelling is known to be a central component of the written language. The possible errors in

written spellings may alter the context and comprehension of written material and render it

unclear. It is therefore necessary to use the correct spelling of words in order to express the exact

intended meaning of the content. In this context, Babayiğit and Stainthorp (2010) argue that

grammatical and phonological skills make a significant contribution to spelling success.

Therefore, this should be claimed.

In the course of their history, English has been influenced by many languages who helped make

English today what it is. At the onset of the old English time the British Isles in 449 CE invaded

Angles, Saxons and Jute which resulted in different influences, but loosely associated, the Celts'

Germanic dialects, which produced English (Fennell, 2006, p. (56)).

The Scandinavian languages also influenced English during this period. Because of the invading

Vikings, many everyday words borrowed by English speakers including Egg, girlfriend, sky and

some pronouns, prepositions, adverbs that refer to a more personal “. The two languages'

intermingling" (Fennell, 2006, pp. 91-92). The time of Middle English started the invasion of

England by William the Conqueror in 1066, which led to the arrival of several (Fennell, 2006,

pps 106-108), and of other French loanwords, including cousin, sister, justice and siege.

The English era did not begin until the Early Modern English period, which started in the 16th

century. Language has seen fundamental improvements in word pronunciation, due to the

Renaissance (more). Explained below and scientific advances including printing press
innovation. Not just that, words have improved in pronunciation, but so has the Wonderful

Vowel Shift pronunciation. Earlier Writers spelled mostly the words as they sounded that time

period (Paine, 1920, p. 3). Due to the printing press, a campaign to standardize English spelling

took place with the development. The first dictionary in English (Fennell, 2006, p. 157). At that

moment, Fennel argues that Standardization did not significantly alter the vocabulary (Fennell,

2006, p. 158). But it's worth to noted that the first operators of the printing press were Dutch,

with those had limited knowledge of English. As a result, they have inadvertently modified some

of the spelling with the inclusion of an h in words such as ghost (from the Dutch gheest )

Furthermore, Errors or errors while learning a language should be predicted, according to Darus

and Subramaniam (2009). Corder (1967) and cited it to indicate that failures indicate that

learning is taking place. According to Corder (1967), not only does the analysis of mistakes

made by learners offer valuable information into how people learn a foreign language, but it also

provides teachers with input on the success of their methods of instruction.

Spelling is also referred to as the method by which language sounds are recreated and replicated

in a series of letters in written or oral form (Santoro, Coyne & Simmons, 2006). It is also known

as the grammar of letter sequences that without regard to sound generates permissible

combinations" (Pe-ters, 1985, p. 11-12). Here the concept indicates that spelling in a direct sound

to letter relationship is not the job of converting sounds into their corresponding letters. It's more

nuanced than that. There are rules which regulate combinations of letters. Spelling is a difficult

skill to learn since it consists of different layers of detail.

Spelling is a multi-faceted ability, as shown by Moats (1984), which relies on many layers of

information: phonological awareness, morphological awareness, semantic knowledge and

orthographic knowledge (as cited in Santoro, Coyne & Simmons, 2006). Phonological
competence is the capacity, as described by Bourassa and Treimanan (2009), to distinguish

sounds in spoken words (2009). That is an explicit interpretation of the sound structure of the

language (Santoro, Coyne & Simmons, 2006). Bourassa and Treimanan (2009) describe

morphological understanding as the knowledge of the relationships between word forms and how

they affect spelling. "The knowledge of the effect of spelling on word meanings and vice versa"

is semantic knowledge (Apel. 2008, p.15). Morphological knowledge and se-mantic relationships

were clarified by Wasowicz (2007) as the knowledge that helps the person to spell inflected

words (that contain suffixes and provide inflexes).

The literature review found that the four main English skills (listening, communicating, reading

and writing) have several studies in which the spelling errors that Arab university students have

while studying English as a foreign language expose a lack of study. In the present study the

researcher picked a variety of literature to act as a benchmark for this study.

Cook (1992), investigated the degree to which the understanding of sound/letter laws and of

individual visual objects by L2 users reflects their various spelling and pronunciation L1

systems. Therefore, the investigator contrasted L2 adult learners with native speakers for adults

and children. The findings found that on average, the spelling errors of a fifteen-year-old native

speaker are close in amount to those of an adult L2 learner. The investigator concluded that

because of its "social overtones," spelling is so significant.

In the Canadian sense, the difference in spelling errors and corrections among Canadian students

was compared by Figueredo and Varnhagen (2004). The research participants included 16 males

and 37 women. In order to find spelling errors, the researchers used two essays written by
university students and participants were allowed to read those essays. The researchers then

grouped the spelling mistakes into three types: phonological, orthographic, and morphological.

The findings showed that, relative to orthographic and morphological mistakes, the participants

made more phonological errors. Figueredo and Varnhagen ,Wang (2009) investigated spelling

errors among two young Chinese EFL beginners for 14 months in another report. As a result of

using 10 name-based letters and 20 sound-based letters, the findings revealed that spelling errors

occur when EFL writers cannot fully comprehend the difference between vowels and consonants

of the English alphabet.

The first language (L1) effect on the spelling success of 285 bilingual children in their second

language was investigated by Dixon, Zhao and Joshi (2010) in Singapore (L2). Results usually

showed a statistically significant impact of L1 on standard spelling but not on phonological

spelling, regulating the ability to read. That is, not only done by Chinese (morpho syllabic)

group rank better than the overall Malay (alphabetic) and Tamil (syllabic) groups, but it also

made more errors in real-word substitution and transposition.

Al-Jabri (2006) reviewed the spelling errors of 114 Omani fifth-grade students in two rural

schools in Oman in an Arabic sense. Data on 10 words was obtained from spelling tests. The

findings showed that omission and substitution errors were the most common errors committed,

while transposition and insertion errors were less frequent.

Newly, Alhaisoni, Al-Zuoud, and Gaudel (2015) analyzed 122 EFL undergraduate students at

the University of Ha'il in Saudi Arabia for the forms of spelling errors in English composition.

Data was obtained in the preparatory year by writing assignments of 53 males and 69 females.

The results showed that among students, omission errors are considered the largest. And the bulk

of spelling mistakes are based on vowels and pronunciation being misused. The results showed
that spelling errors occur as a result of interference in L2 as well as L1 anomalies.

Another research was performed by Fender (2008) to identify spelling errors among

Arabs and non-Arab ESL Students. The findings found that Arab students with spelling ability

appear to be less competitive with most generally and multi-syllabic terms, spelling problems.

Examined (Al-zuoud and Kabilan, (2013). In addition, composition spelling mistakes of 43

Jordanian undergraduate students at the EFL. 228 errors were reported. It was extracted from 43

published papers and subsequently categorized and evaluated into four forms according to

classification by Cook (1999): absence, replacement, inclusion, and transposition. After this

context, it was revealed that the bulk of students committed spelling mistakes in substitution and

omission.

Moreover, the spelling of English second language learners varies from the spelling of

Monolingual English because language learners use their first-time experience Language in

English when spelling. Not all language learners of the same language obtain English. The

acquisition of methods and literacy among the different languages of the world can vary from

one to another language. As a result, it’s not only affecting the language learners but also makes

the frequent spelling errors in the written English of ESL learners.

Nature of Spelling

English spelling balances the requirement to spell units of sounds consistently from word to

word with the requirement to spell units of meaning consistently from word to word. In addition,

in a significant proportion of the words used in print starting in the intermediate school years, the

balance most frequently leans toward coherent interpretation of meaning-"visual identity of word
parts takes precedence over letter-sound simplicity" (Venezky, p. 197). Spellings that seem to be

irregular at the stage of spelling to-sound correspondences are typically rational when taken into

account from the point of view of spelling-to-meaning correspondences in which the spelling

visually preserves the meaning relationships between words-crumb has a silent b to preserve its

visual identity with crumble in which the b is pronounced.

Although the most striking characteristic of English spelling is the visual preservation of

language, the way sound is expressed is more rational than sometimes thought, particularly when

considering the location of a sound within a syllable. For example, the/ch/sound is always

spelled with letters ch at the beginning of a word, never tch. At the end of the words, on the other

hand, all spellings exist – usually determined by the tone they follow. After a long vocal

sound,/ch/is usually written ch (poach, bea); after a short vocal sound,/ch/is usually spelled tch

(match, pitch).

This logic also exists between syllables in two-syllable words: a short vowel sound followed by a

single consonant allows the consonant to be doubled before another syllable beginning with a

vowel (sitting, happy), although this doubling does not require a long vowel sound followed by a

single consonant (siting, pilot). Of necessity, there are variations (consider rich, many and habit,

cabin), but they are few in terms of the accuracy with which the trends apply. When learners

advance, since they are clarified in terms of the history of the word (the language from which it

came), and through the propensity for visual retention of meaning to overcome a coherent

representation of tone, they may understand that these exceptions become substantially less.

According to Baugh and Cable (1996) writing documents speech and spelling blends the highest
of simplicity and accuracy, whereas the same sound is frequently expressed in alphabetic writing

by the same character. This ideal is not fully fulfilled by all of the European languages including

English. 26 letters, including 24 different consonant phonemes and 14 to 20 vowels, compose the

English alphabet.

This indicates that there can be no correspondence between letters or graphs and sounds,

depending on different dialects (Dina & Alia, n.d).

In English orthography, the main difficulty is the spelling of vowel sounds (Rollings, 2004).

Various sounds can be produced by the same combination of letters, and various combinations of

letters can provide the same sound or pronunciation in English. There are numerous

pronunciations for the same mixture, for example, in the combination of letters out in across,

noisy, rough and popular. Meantime, in different forms, a single long vowel phoneme /i:/ can be

spelt in believing, receiving machine, be, see, seat, main, and phoenix. Conversely, a father's sign

or graph, dislike, anchor, ate, all are, hat, and many other terms have almost a variety of values

(Baugh & Cable, 1996).

There are certain elements of vocabulary, according to Ur (1996), that should be

taught or learned by foreign language learners, as follows:

1. Pronunciation and Spelling:

The learner must understand what a word sounds like its pronunciation and what it sounds like.

These are characteristics that are fairly obvious, and when the object is found, one or the other

may be retained by the learner about the first object. In teaching, educators ought to make sure

that these are the other aspects are presented and learned accurately.
 2. Grammar:

It will be necessary to teach the grammar of the new item if it is not clearly covered by general

rules of grammar. An item may have an item with an in certain grammatical contexts, an

unpredictable change of form may have an idiosyncratic way of communicating in sentences

with other words. In addition, it's important to provide this information to learners at the same

time as the basic form teachers teach. For instance, when teaching a new verb, the teacher should

highlight the details of verb such as if this irregular form must also give its past form (think,

thought). Likewise, when teaching noun, teachers may wish to present its plural form, if it is

irregular and so on.

3. Aspect of Meaning (1):

According this part the most highlighted key words are denotation, connotation together with

appropriateness. The sense of a phrase is primarily what it applies to in the real world and also

may impact on the sentence meaning.

First of all, Denotation which also the type of description that is given in a dictionary. For

instance, a dog denotes a kind of animal; more precisely, a common animal, domestic

carnivorous mammal and thanks and damp say mildly wet.

Secondly, the connotation figures out mostly the association, or a positive or bad emotion that

evokes it which may or may not highlight in the meaning of the dictionary. For example, the

term dog whereas understood by most British people has positive connotations of friendship

together with fidelity too.

Furthermore, a more complex element of interpretation that always has to be taught is whether or

not. At the same time, a certain object is suitable for use in a certain context or not such as

learners may know that weep is practically synonymous with denotation. With weep, though

more formal, it appears to be found more in prose than in writing expression and it's much less

common in general.

4. Aspect of Meaning (2):

In this part are mostly point out about the Synonym of words, Antonyms of words. Hyponym,

Co-hyponym, Superordinate along with Translation and so on. Due to lack of proper

understanding the aspects of meaning so it’s bit common to do spelling mistakes/error frequently

for ESL learners in the written English.

A distinguished French scholar has stated that thousands of borrowed words have been retained

in English and the spelling of such words has been in their original language, so the foreigner

finds it difficult to understand the word and easily to spell it (Baugh & Cable, 1996).

ESL Learning

Second language English learning (ESL) is very popular around the world, especially in children

in English-speaking schools where for instance, another language is spoken at home, as well as

in English-speaking immigrants who attend English classes (Figueredo, 2006). While language

programs offer many courses in English, such as listening, reading, writing, building vocabulary

and grammar, the orthography know-how is typically overlooked. Since many students of Saudi

university are badly spelling, spelling courses can be built and included in listening, reading,
writing, grammar, vocabulary and dictionary training. The aim of such course is to provide

students with basic English language skills and help them relate the sounds spoken to the written

forms (Jarf, 2010).

In the last two consecutive decades, the 90s and 2000s, Faruq (2014) checked a significant

number of attitude studios on English. He stated that the majority of Saudis in the 1990s were not

very motivated to learn English. The studies carried out in the 2000s showed however a strong

indication of the optimistic attitude of the Saudis toward English. He clarified that the shift in the

attitude of Saudis towards teaching English and English can be due to a change in the political

and economic situation of Saudi Arabia. In Malaysia, all students of universities must attend

professional English courses aimed at improving their English skills. This is because Malaysian

ESL students are poor in English, in particular the Malaysian. Lecture is taught and evaluated in

the University ESL courses as it is considered important to develop reading skills on a higher

school level. The value of good reading skills to their students is recognized by most universities

in Malaysia (Zin & Galea, 2010).

History of ESL

With the emergence of England's expanded trade and settlement around the globe, the teaching

of ESL (English as a second language) started in the 15th century. The British have been active

in establishing large-scale initiatives to teach English in their trading countries and colonies. ESL

education started in the late 15th century with the growth and dissemination of the British

Empire. The English had extended their trade routes and they had to deal with those they were

trading with. English is the standard tongue, the lingua franca, of those doing business with the

British. However, it was not until a few years later that systematic training in English came into

effect.
If the British Empire began to expand, they wanted a way to connect and efficiently control their

overseas companies and colonies. The British sent many teachers abroad to educate upper-class

colonists and local government officials over the next two hundred years, indoctrinating them

with British ideas and culture, including the English language. The aim of these teachers was to

educate this generation in English so that they would grow up and take a place in the government

of the overseas nation or colony, thereby promoting the empire through legislation and local

influence by passing a British world view down to the lower classes. Meantime, as a second

language in the world, English not only started to spread, but also evolved as vocabulary from

different languages were introduced to the English lexicon by winning local people's faith and

interest, while sticking to British values and traditions.

After that by the middle of the 19th century and the beginning of the 20th century, the United

States had multiplied in the pursuit of life, liberty and happiness into a cultural standard by

adding proclaiming English as a national language. The U.S. was only willing to understand the

value of foreign languages, of foreign language education and communication with as opposed to

fear) speakers from other languages just after World War II, contributing inevitably to greater

participation in ESL education.

The continued participation in ESL teaching at schools was sponsored by state and federal

budgets to finance national high schools as well as adult basic education services. At this time

(the 50's-1980's), language experts and teachers have been studying a number of ESL

approaches, at least in a part today, to understand, language and grammar.

There are several ESL teaching credential programs available across the globe today, mixing the

allure of world travel with the comfort of understanding that ESL teachers will be a valued asset

as long as there are individuals who do not speak English. When you take time to look at the

bigger world, it's interesting to see how, for trading and community reasons, English has

expanded spontaneously and forcibly as the globe has become smaller and smaller. The method

has not always been admirable or magnificent, but in the end, through the gift of communication,

it has helped to bind the world to a limited degree.

Common spelling errors

ESL learners most often does some common mistakes which can be corrected by their own

taking some of the necessary steps. Most common mistakes for second language learners are

illustrated as misuse of articles, use of transitional phrase, unnecessary use of adjective, being

wordiness, use of thesaurus, lack knowledge about coordinates. Those common mistakes are

mostly done by the ESL learners worldwide.

Misuse of articles

Most of the ESL learners are confused with defining indefinite and definite articles. Noun are

referred by indefinite articles (a, an), those specifies the identity of which are unknown. Before

consonant sound is used and the sound which are vowel an is used before those. Only definite

article (the). The is before singular and plural nouns and that is familiar to both writer and the

reader.

Transitional phrase

Another one among the foremost common ESL mistakes we see in academic writing is an over-

reliance on transitional phrases. Often, two logically-related sentences don't need a transitional

word to link them. as an example, "The lumberjacks chopped the tree. Consequently, it fell

down." during this instance, consequently isn't needed because readers can determine for

themselves that the tree fell as a consequence of the lumberjacks' chopping.

Unnecessary use of adjective

Adjectives are wont to describe nouns and may sometimes be tricky if you're using quite one

to check with a selected noun. If you're using quite one adjective, they sometimes follow a

selected order: 1) article, 2) judgment, 3) size, 4) shape, 5) age, 6) color, 7) nationality, and 8)

material. Consider the sentence, "He wants a white new bike." Does it sound weird? That's

because the color of the bike comes before the age of the bike. Reverse those two words and also

the sentence sounds correct.

Being wordiness

The tendency to use two or three words when one would do could be a common ESL mistake. If

we compare the sentence, "Suzie believed, but couldn't confirm, that Bill had feelings of

affection for her," to the current sentence, "Suzie assumed Bill liked her," we notice that they

impart the identical meaning, except one uses five words and one uses 14. When writing an

essay, it is important to avoid wordiness and to be as precise as you'll when constructing

sentences.

Use of thesaurus

"I was crusading home from work and suddenly my fatigue blew out!" Translation: "I was

driving home from work and suddenly my tire blew out!" A thesaurus may be a useful gizmo,

but it can become an issue when homonyms (words that sound and are spelled the identical, but

have different meanings) are misunderstood. this can be one in every of the foremost common
ESL mistakes. ensure you've got a firm understanding of the definition of a word before you are

attempting to seek out an alternate.

Lack knowledge about coordinates

When we see a sentence with lots of coordinating conjunctions (and, but, if, or), we nearly

always make that sentence into two, three, or four separate sentences. after you write a sentence

that contains variety of those words, it is best to review it and see where you'll chop it up. Also,

sentences that begin with a coordinating conjunction are often weak sentences that are made

stronger just by removing the conjunction. Our advice is to use these little words sparingly to

avoid making this common ESL mistake.

Process for assistance

Writing instruction

When students are interested in purposeful writing activities, through specific instruction,

teachers offer encouragement for them. Teachers also direct students by showing them to

accomplish realistic goals, addressing the success of decisions taken by authors and getting input

at all levels of writing.

The aim of all teaching is for students to become autonomous authors. Teachers can continue to

provide support until students can individually write texts for various purposes. However, even

though students can compose independently for such reasons, beyond the horizon for which they

require assistance, there are still greater writing difficulties. And outside college, this applies.

Thus, while freedom is the aim, it still requires clear teaching and direction.

Features of exemplary writing instruction

Graham, Harris and Larsen (2001) defined the attributes of excellent writing teaching through

their research:

▪ A literate classroom atmosphere where the written work of students is prominently

exhibited, the space is filled with writing and reading content, and word lists adorn the

walls;

▪ Frequent writing with students on a wide variety of writing projects for various

audiences, including writing at home.

▪ Extensive attempts to inspire learning by creating an enjoyable atmosphere, establishing a

risk-free environment, encouraging students to choose their own writing topics or change

instructor assignments, designing assigned topics consistent with the desires of students,

enhancing the successes of students, defining the target for each class, and fostering an

attitude of 'I will'

▪ Daily teacher/student conferences on the writing issue on which the student is actually

working, including setting targets or standards to guide the writing of the student and

revising efforts.

▪ A predictable writing schedule in which students are motivated to consider, reflect and

review

▪ Overt teacher modeling of the writing process and optimistic attitudes towards writing.

▪ Cooperative agreements in which students assist each other to prepare, draft, edit or

publish their written work.

▪ Integration of writing practices through the curriculum and the use of reading to

encourage writing growth. Regular opportunities for students to self-regulate their writing

behavior, including working individually, organizing their own room, and finding
 assistance from others. Teacher and student assessment of writing success, skills, and

needs.

Independent writing

Independent writing gives the ability for students to show their abilities to write a range of forms

of language. Students should be encouraged to:

▪ Describe their intent while writing independently;

▪ Recognize their audience;

▪ Engage in more analysis if necessary;

▪ Jot down ideas and notes;

▪ Think on how to efficiently arrange ideas;

▪ Compose drafts; exchange drafts with peers and teachers;

▪ Rework drafts in the light of comments on text organization, continuity, grammatical

choices, sentence structure.

Cooperative learning

Cooperative learning is the educational use of small communities in order to enhance their own

and each other's learning through students collaborating together. After getting guidance from the

instructor, class members are organized into small classes. They will then work on the project so

all members of the community grasp the mission effectively and can accomplish it. Cooperative

activities result in partners finding shared advantage such that all members of the community

learn from the efforts of each other and share a shared goal.

There is a positive interdependence between the interests of students in cooperative learning

situations; students perceive that they will accomplish their learning goals if and only if the other
students in the learning community also achieve their goals. No one member of the community

would have all the knowledge, expertise, or tools required to accomplish the mission.

Five essential elements of cooperative writing

There is scheduled and coordinated cooperative learning. Five fundamental elements must be

present for the lesson to be cooperative, according to Johnson and Johnson (1989)

I. Positive interdependence: Every student must believe that his or her participation is

important and necessary for the progress of the party. The impression is that together they

either sink or float. Assigning students community tasks tends to create a mutual

contribution.

II. Interaction face-to-face: Community members need to promote, help and assist each

other's learning activities. For students, learning to justify their logic to each other is

necessary.

III. Person and group accountability: The success of each pupil must be consistently

measured and group members need to be mindful of who needs more support to

accomplish the assignment. Group participants must each agree that if the group is to be

successful, they need to work together to achieve their mission.

IV. It is important to teach social skills: learning groups are not effective until participants

are qualified to cooperate with one another. The skills should be learned and then

practiced and constantly supervised and improved by the class. Any of the skills students

need to master are:

▪ taking turns communicating;

▪ listening techniques;

▪ answering questions to clarify;

 ▪ speaking quietly;

▪ speaking respectfully and favorably to each other.

V. Assessment: This can be accomplished by answering two questions:

• What did each member do with the group?

• What could each participant do to make the community any better?

Assisting for spelling errors

Developing spelling skills

Students advance through a developmental journey of learning to spell until they can combine

the four types of spelling information successfully: phonological, tactile, morphemically and

etymological. A curriculum that identifies their current level of development and develops an

understanding of word patterns focused on each of the four sources of spelling awareness should

be offered to students who need extra spelling assistance. Initial teacher modeling of techniques

followed by guided and then individual instruction, will require formal teaching of spelling. The

task of the instructor is to arrange word assessments in such a way that students learn how basic

spelling characteristics and patterns work (Templeton & Morris, 1999).

Developing a teaching plan for spelling

▪ Encourage learners to play an active role in the choosing of spelling words, particularly

by monitoring words that are misplaced during written language activities. Support

students prioritize the terms they are going to have to understand. Teaching in the form of

modeling, directing and autonomous research. Teach yourself in small units. Teach three

words a day for example, instead of four or five, or fifteen at the beginning of the week.

▪ In order to become successful spellers, remember how students can obtain extra
 encouragement and explicit teaching to acquire the expertise, skills and strategies needed.

The directed writing session, for example, offers the most valuable time for teachers in

the classroom to collaborate with students experiencing challenges, supported by support

workers, if appropriate.

▪ Using the instructional vocabulary. The conversation between the teacher and the

students is considered crucial to the progress of students in spelling. When focusing on

and sharing understandings of spelling, students and educators deserve to have a shared

vocabulary to use.

▪ Maintain vocabulary learned previously. Maintaining spelling words requires regular

analysis and interspersion of previously learned words with the learning of new words.

▪ Include dictionary instruction and detailed teaching on the use of other authoritative

references to recognize different spellings and to find the correct word meaning when

many are given.

▪ Enable the assistance of parents or caregivers. To maintain continuity between home and

school, establish shared understandings about how spelling is learned and what is

required of students. Enable parents or guardians to assist with elements of spelling

awareness they are secure in.

▪ Prep for comprehensive school-wide assessment of students who will need major and

quality improvement action.

Independent strategies for self-correction and practice

Using word processing programs

The student types the words programmed from a list for detailed spelling, enlarges and adjusts

the font to visualize the proper spelling as a way of helping visual memory.
Computer software programs for spelling improvement

These services also integrate practices that stress word structure knowledge and spelling

techniques. Individualized spelling lists, imitation and modeling feedback, and a results overview

are also presented by some systems. Computer-assisted teaching has been found to be effective

in inspiring and strengthening students who need extra assistance with their spelling skills.

Word webs

In order to create lists of terms based on a specific type of spelling information, word webs may

be built around morphemes or subject words. The websites will be added over days or weeks,

since reading and writing are encountered in additional cases. (Teaching spelling, k-6, p.93)

Using technology to support students

In order to create lists of terms based on a specific type of spelling information, word webs may

be built around morphemes or subject words. The websites will be added over days or weeks,

since reading and writing are encountered in additional cases. Reading challenges can differ, but

most students with problems show sluggish and laborious decoding skills that can lead to poor

understanding. Students may have basic skills issues, such as spelling and pronunciation, as well

as higher skills, such as preparing and arranging a piece of writing and revising it. Mechanical

problems, like handwriting difficulties, can lead to fewer written work and work produced by

students with learning difficulties that is poorer in quality than that of their normal peers. New

assistive technologies can help students accomplish tasks more accurately and individually,

resulting in increased success in a number of tasks including reading and writing.

Recommendation

A strategy refers to the conscious or unconscious method of learning and use of a second

language by students. It's the way a student seeks to grasp the significances and uses of words,

grammar or orthodoxy (Jarf, 2010). Students used spelling strategies in word mistakes in reversal

strategies, insertion strategies, replacement strategies, and omission strategies. In addition to

proper English pronunciation, phonics and the various laws of the spelling of English and their

exceptions, ESL/EFL students must be exposed. In writing, teachers should introduce their

students to various styles of writing (e.g., descriptive, debating, etc.) and to different contexts,

such as official and social writing purposes. Teachers should also give students more

opportunities for engaging in the writing, that is, brainstorming, revising and editing, which

enables the writing teacher to be encountered in a meaningful way, as well as in collaborative

writing (Sobhi, Rashid & Abdullah, 2018).

Language is a fundamental source of interaction. Via this platform, individuals are able to

exchange ideas and opinions with others. Arbib (2005) notes that human beings are different

from animals because of their capacity to communicate by written words. Thousands of

languages are used throughout the world as a means of communication within and between

communities, and differ by location, area or country. The degree to which a given language is

used depends on the people who use it; certain languages are lingua francas (like English or

Spanish) and are commonly spoken by thousands of people, while others have just a few

speakers; Sami has around 300 speakers in Norway, Sweden and Finland, who are mostly semi-

nomadic reindeer herders.

The significance of learning the English language for education and jobs, learning the four

English language skills is essential not only for students but also for teachers to correctly use the

language to share the opinions and suggestions of learners, and the negative consequences of

being unable to use the language well and master the language skills can be mentioned that the

English wiring system (spelling) creates a problem f Writing can transform spoken words into

information that is captured in time as opposed to fleeting speech) that can be seen and read, not

just heard.

Experts realize that the positives of English as a Second Language (ESL) outweigh the

disadvantages by much. In reality, schools create curricula especially for learners of the English

language (ELLs). U.S. according to ESL programs are the fastest-growing portion of state-

administered adult education systems," Department of Education.".At the same time, there have

many benefits by applying ESL not only for school-age children but also for non-native, adults

as well as Arab students.

On the other hand, Shukri (2014) figures out that many variables may be linked to the writing

mistakes or difficulties faced by Arab students. One is the essence of the sense of the EFL, which

has minimal opportunities and possibilities for L2 practice. In addition, L1 intervention can be

seen as cultural opposition, lack of inspiration, the style of instruction, conventional training

techniques that stress the role of the teacher and rote memorization as learning are all considered

the primary reasons for learning.

Since the world are changing frequently day by day, So we need to adopt ESL learning to avoid

common spelling error together with improving ESL programme.If the teacher applies a few key
points during the training process, the students will know where their errors are and will allow

them to escape common mistakes quickly such as:

❖ Raising awareness of spelling rules.

❖ Spelling structure technique.

❖ Developing spelling skills.

❖ Consideration for teaching spelling.

❖ Increase knowledge of grammar, pronunciation and spelling.

❖ Knowing the components in meaning.

❖ Spelling practice and increasing resource constraints.

Analysis has indicated that some students have had trouble mastering the second language. They

face more spelling issues than verbal skills. The researcher explained the typical errors in

spelling and how the instructor should overcome them in order to enhance learners. In my view,

to develop spelling skills, there should be a special curriculum that focuses on reading and

writing. That's going to make the teachers worry about spelling more. In designing methods to

strengthen spelling skills, we suggest the Education College provide teachers with training

courses since language learning involves multiple inputs.

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