Improving Libyan EFL University Students In Using Effective Strategies to Monitor Spelling

Abstract

This study aimed to pinpoint the most appropriate and effective methods and strategies that university teachers adopt to raise their students’ awareness of spelling rules, which in turn reduces the chances of committing spelling mistakes in their written work. To accomplish the objective and fulfill the purpose of the study, students’ writing compositions were examined and analyzed. The quantitative data was collected by distributing sixty writing exam papers to 4th-year students. These exam papers were chosen randomly. The content analysis method was used to analyze the collected data. The findings obtained from data showed that ‘omission’, ‘substitution’, ‘addition’, and ‘disordering’ were the most common error types committed by university students. It also provides several useful insights and effective techniques that can be adapted by English language teachers to improve their students’ writing skills.