A Proposed Program to Address and Detect Grammatical and Spelling Errors Committed by Students of Arabic language at the Faculty of Education, Bahri University
This study aimed to identify methods for detecting common grammatical and spelling errors committed by students of Arabic at the Faculty of Education, Bahri University. It also aimed to attract students' attention to common grammatical and spelling errors that may be found in their writings during their study. The problem of the study was to answer the questions: What are the ways to detect written grammatical and spelling errors committed by students in exams? And how can a proposed program be designed to detect students' grammatical and spelling errors? What is the effect of the proposed program in addressing students' grammatical and spelling errors? The researcher used the experimental approach to test the validity of the hypotheses and the descriptive approach to answer the questions and obtain information and data. The results showed that the arithmetic mean related to detecting grammatical errors for the control group in the post test was 17.6, and that the arithmetic mean for the experimental group in the post test was 17.6, and the value of (t) was 14.0 and the alpha value was 0.000. The results also showed that there were statistically significant differences at the significance level of 0.05 in detecting grammatical errors between the control group and the experimental group. Moreover, the arithmetic mean for detecting spelling errors for the control group for the post test was 37.21, and the arithmetic mean for the experimental group for the post test was 76.142. It was also found that the t-value was 24.1 and the value of alpha was 0.000, and that there were statistically significant differences between them in favor of the experimental group that received a training course in detecting spelling and grammatical errors. The arithmetic mean value between the pre and post analyses in grammar was 42.12 and 81.62, respectively. The results also showed that the t-value was 11.3, and that the level of significance was 0.000, and that there were differences in the arithmetic means, that is, there were statistically significant differences in students' writings in terms of grammar in favor of students in the post-test, which indicates an improvement in their writings in grammar. Perhaps the reason for this is due to the use of the training program, and that the value of the arithmetic mean between the pre and post analyses in spelling was 39.01 and 88.21, respectively. It was also found that the t-value was 17.1 and the level of significance was 0.000. There were also statistically significant differences in the students' writing arithmetic means in terms of spelling. The study recommended the design of specialized training programs to enable students to detect grammatical and spelling errors, and to reconsider the number of hours of the grammar course in quantity and quality so that students can detect errors at first sight.