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Achievement of EFL Pupils in English Controlled Composition at Basic Level: A Case Study of 8th Grade Pupils at Muhyiddin Diab Basic School, Wad Medani, Gezira State, Sudan (2018)

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dc.contributor.author Shaoaib, Suliman Mohamed Eisa
dc.date.accessioned 2018-07-31T06:50:17Z
dc.date.available 2018-07-31T06:50:17Z
dc.date.issued 2018-03-14
dc.identifier.uri http://repo.uofg.edu.sd/handle/123456789/1019
dc.description A dissertation Submitted to the University of Gezira in Partial Fulfillment of the Requirements for the Degree of Master of Arts in English Language Teaching (ELT), Department of English, Faculty of Education (Hantoub), March 2018 en_US
dc.description.abstract Controlled composition is one of the three major types of English composition. The other types are guided composition and free composition. Controlled composition is used more often with younger learners to prepare them for the other stages of writing. This study aimed at finding out EFL pupils' achievement in writing English controlled composition at basic level schools. It also aimed at discovering the types of controlled composition in which the pupils perform satisfactorily and the types in which they perform unsatisfactorily. The study followed the descriptive analytical method. The sample for the study consisted of a group of (50) pupils chosen randomly from the eighth grade in Mohyiddin Diab Basic School for Boys in Wad Medani Town . A diagnostic test was used to measure the pupils' achievement. The data was analyzed through SPSS programme. The study reached at a number of findings, the most important of which are that more than half of the pupils (53%) achieve unsatisfactorily in writing English controlled composition, that above two thirds of the pupils (68%) fail to correct a group of facts based on pictures, that the majority of the pupils (78%) have very low performance in completing a group of sentences from a given list of words, and that nearly two thirds of the pupils (64%) perform unsatisfactorily in rewriting a present-tense passage into the past. The study recommends that English language syllabus designers for basic school level should include more lessons on controlled composition in the syllabus and that teachers should give more attention to teaching controlled composition. In addition to that, the study recommends that teachers should place special focus on such writing subskills as correcting facts, completing sentences and rewriting a passage. The study also recommends that the problem of writing controlled composition should be dealt with since early stages of learning English and that intensive controlled writing should be utilized as remedial work for low-achievement pupils. Moreover, the study recommends that EFL teachers need not focus on such writing subskills as rearranging words and putting sentences in correct order because they are not problematic for the pupils. The study suggests that other researchers shall investigate the role of developing certain writing subskills in improving writing at the other levels of education. en_US
dc.description.sponsorship Lubab EL-Tayeb El-Mikashf i ( Main supervisor) Musa Adam Mohammed (Co-supervisor) en_US
dc.language.iso en en_US
dc.publisher University of Gezira en_US
dc.subject English Language Teaching en_US
dc.subject Order of sentences en_US
dc.title Achievement of EFL Pupils in English Controlled Composition at Basic Level: A Case Study of 8th Grade Pupils at Muhyiddin Diab Basic School, Wad Medani, Gezira State, Sudan (2018) en_US
dc.type Thesis en_US

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