Strategies and Level of Correcting Written Errors for Non-Native Arabic Language Learners at the University Level

Abstract

     This study examined the strategies and level of correcting written linguistic errors of non-native Arabic language learners at the university level. The researcher used the descriptive method through a questionnaire distributed to a sample of (30) faculty members at the Institute for Teaching Arabic to Speakers of Other Languages ​​at Imam Muhammad bin Saud Islamic University in the Kingdom of Saudi Arabia. The results showed that the unfocused error-correction strategy ranked first among the strategies for correcting written linguistic errors, while the direct error correction strategy ranked last and a small degree. The average for the axis of correction strategies for written linguistic errors was (2.99) and an average degree; The results also showed that the level of spelling ranked first in terms of correction levels of written linguistic errors and a significant degree, and the discourse came in the last rank and an average degree. The study concluded the need to diversify strategies for correcting written linguistic errors, the importance of involving students in correcting their own errors, and their understanding of the causes of those errors. The study made several recommendations emphasizing the importance of moving from teaching writing as a product to teaching it as a process.