Development of Training-Based Spelling Strategies for Female EFL Students: Case Study of a Saudi University | Ismaiel | International Journal of English Linguistics | CCSE

Spelling is a major challenge for EFL learners and students in their process of learning the English language. The aim of this study is to investigate the effectiveness of a training program based on certain spelling strategies to help EFL learners improve their spelling achievement. To do this, the differences between the experimental group and the control group, before and after the treatment, were examined. The participants were university students who were selected from a large sample and divided, and studied, in two experimental and control groups based on a spelling production pre-test. The first aim of this study is to examine whether significant differences occurred in spelling-related language learning strategies and English language spelling post-test between the control and experimental groups. The second aim is to examine whether significant differences exist between the mean scores of pre- and post-test of the English language spelling test and spelling-related language learning strategies. Spelling-related language learning strategies were measured using Kristine F. Anderson’s “spelling survey” strategies (1987). The spelling test and the spelling program were both prepared by the researchers. The research was conducted for three months, including the proposed program. Data from pre-post instruments was used to investigate the impact the intervention had on EFL in the development of spelling and the use of spelling strategies to learn English. Data from pre- and post- test instruments showed that there were statistically significant differences between the experimental group and the control group in the post-test spelling test as well as the spelling strategies questionnaire. The implemented treatment resulted in a significant improvement in the spelling skill of the experimental group. The results also revealed statistically significant differences between the pre-test and post-test results for the experimental group in the spelling test and the spelling strategies and also the fact that the experimental group improved in spelling skills after their participation in the program, as can be seen in the post-test. In light of these results, the study proposes a number of procedural recommendations that may contribute to raising awareness regarding the importance of teaching spelling strategies for EFL students