Spelling Strategies of Omani EFL Students

Abstract

The aim of this study was to investigate the spelling strategies used by EFL students in Oman. In particular, the study focused on finding out the frequency of use of the strategies used by grade four and ten students, and the differences between both grades in the use of these strategies. The study also looked at the effect of both gender and student proficiency level on the type of spelling strategies used such as sounding out, syllabication, visual checking and others. The study sample consisted of 757 students from grades four and ten as they represent the exit level of cycle one and cycle two in Oman. The study utilized a questionnaire, which was divided into different categories representing different spelling strategies. Results revealed statistically significant differences in the use of the strategies with respect to gender and achievement levels. Based on the findings, practical implications and recommendations were provided. Objective: The study aimed at identifying the frequency of spelling learning strategies that grades four and ten learners use to learn English spelling. Also, it explored the difference in the use of spelling strategies according to gender differences and achievement levels. Methods: The study was of a survey design type in which a questionnaire of spelling learning strategies was used to collect the data. The instrument was valid and reliable according to the reliability measures and validity procedures used. The population comprised of students from both grades four and ten. The sample of the study included 757 male and female students from both grades. Results: The strategies used by both grade four and ten differ in the frequency of use. It was found that grade four reported the use of rule use strategies more frequently and grade ten learners reported the use of visual checking strategies. There are statistically significant differences between male and female Omani EFL students in the used spelling learning strategies. Nevertheless, achievement level differences were found only between good students and low-level achievers. Conclusions: Students reported the use of different spelling learning strategies as found per grade levels. There should be more attention given to the strategies introduced to students and curriculum designers should take into their considerations students' level and differences to design textbooks that would help all grades levels in learning to spell.