The paper used an electronic writing enhancement platform to identify writing issues in two essays of Level 4 Foundation students. In six broad categories – Spelling, Grammar, Punctuation, Enhancement Suggestion, Sentence Structure and Style – the upper group had 3,551 issues clustered into 28 sub-categories while the lower group recorded 3,974 issues bundled into 27 sub-categories. MANOVA and SPSS were used to get the mean, standard deviation and significant difference between groups in terms of issues and sexes. It was found out that writing issues between the two groups were significantly different with p-value of 0.022. Specifically, writing issues means in Essay 1 at p-value of 0.012 was found to be significant. On the other hand, writing issues in Essay 2 has no significant difference with p-value of 0.975. Moreover, there is no significant difference in writing issues between sexes as confirmed by the computed p-value of 0.930. This means that writing issues means vary insignificantly between sexes both in Essay 1 and Essay 2.
John Michael Villar Faller, Ibra College of Technology, Oman
Stream: Language education
This paper is part of the IICLL2015 Conference Proceedings (View)
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