توظيف برنامج قائم على تحليل الأخطاء في تصحيح الأخطاء الشفوية والكتابية لدى المتعلمين الماليزيين للعربية لغةً ثانية
(An Error-Analysis-Based Intervention for Correcting Malaysian Learners’ Oral and Written Errors in Arabic as a Second Language)
Abstract
This study aimed to investigate the impact of an instructional program based on Error Analysis theory on reducing oral and written errors among students in the Department of Islamic Studies at the Islamic College of Perlis, Malaysia. The sample consisted of 40 students, and the study adopted a one-group quasi-experimental pre-test/post-test design to examine the effect of the proposed program on reducing students’ linguistic errors. The research instruments included a written test, an oral test, and an observation checklist designed to identify, classify, and record the frequency of linguistic errors. The findings revealed a statistically significant decrease in the number of errors across all grammatical categories after the implementation of the program. The total number of written errors decreased from 189 to 147, while oral errors decreased from 190 to 158. The overall eta-square values were approximately 0.71 for writing skills and 0.59 for speaking skills, indicating a large effect size. Although the one-group design does not allow the effect of the program to be fully isolated from all other possible factors, the clear reduction in errors after the intervention provides a strong indicator of the program’s effectiveness. The study recommends adopting error-analysis-based remedial programs in teaching Arabic to non-native speakers, with continuous follow-up.
Keywords: Error Analysis; Remedial Program; Arabic for Non-Native Speakers; Written Errors; Oral Errors.
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References
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