L1 and its effect on EFL writing: a descriptive framework

dc.creatorRizwana Wahid, Oveesa Farooq,
dc.date2019-12-31
dc.date.accessioned2022-11-05T02:27:37Z
dc.date.available2022-11-05T02:27:37Z
dc.identifierhttps://produccioncientificaluz.org/index.php/opcion/article/view/30713
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5141361
dc.descriptionThis study attempts to investigate the interference of L1 on the writing of undergraduate EFL students of Saudi Arabia and aims to critically analyze their writing samples via comparative qualitative research methods. As a result, there is no helping verb in Arabic that is why they mostly do not use it in English and even if they do, they use it improperly. In conclusion, Saudi students prefer to understand their subjects, to be taught in Arabic. It is all their low motivation towards English and hindrance of L1 in its learning.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad del Zuliaes-ES
dc.relationhttps://produccioncientificaluz.org/index.php/opcion/article/view/30713/31762
dc.rightsDerechos de autor 2019 Opciónes-ES
dc.sourceOpción; Vol. 35 (2019): Edición Especial Nro. 24; 792-806es-ES
dc.source2477-9385
dc.source1012-1587
dc.subjectInterferencees-ES
dc.subjectPronunciationes-ES
dc.subjectPunctuationes-ES
dc.subjectSyntaxes-ES
dc.subjectOrderes-ES
dc.titleL1 and its effect on EFL writing: a descriptive frameworkes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeArtículo revisado por pareses-ES


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