Dr. Entisar K Aljoundi

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Dr. Entisar Khalifa Aljoundi has PhD in English language and Media studies, and a Master of linguistics from the University of KwaZulu-Natal, South Africa, and she is currently a lecturer and researcher at the Department of Languages at Humanities Science, University of Al asmarya, Zliten, Libya. Also she is a researcher at University of KwaZulu- Natal, South Africa

Entisar does research in the History of Linguistics, cognitive, Psycholinguistics ( language processes in the brain), language acquisition, and Learning English as a foreign language (EFL). Her most recent publication is "Idea Generation and Planning Time in Second Language Academic Writing: An Empirical Investigation at Howard College Campus, University of KwaZulu-Natal, Durban, South Africa".

She is working now on a research study titled "Changing and using ideas and the processes of discovery through writing: An investigation focuses on the different roles of the two theories (Problem-solving model of writing by Flower & Hayes,1980; and Galbraith’s dual process model of writing, 2009)"
Supervisors: Professor A. Sheik and Professor H. Tappe
Phone: 0027813221304

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Language acquisition theories

Language acquisition theories, 2014

Language acquisition theories Introduction Several theories and approaches have emerged over the ... more Language acquisition theories Introduction Several theories and approaches have emerged over the years to study and analyze the process of language acquisition. The main schools of thought, which provide theoretical paradigms in guiding the course of language acquisition are, innatist theory, cognitivist theory and motherese theory. The Innate theory asserts that language is an innate capacity and that a child"s brain contains special language-learning mechanisms at birth in which the main proponent of this theory is Chomsky (Pinker, 1994). On the other side, the cognitive theory by Jean Piaget (Wilburg, 2010) claims that language is just one aspect of a child"s overall intellectual development. Sassonian (2009) asserts that language is a symbolic representation which allows the children to abstract the world. In this essay I will be critically examining the input theory that the child-centered "Motherese" is universal, and there are cultures in which speech is never addressed to language-learning children. More so, the essay will critically discuss the cognitive theory and also the Chomsky innateness theory of children having innate ideas to learn language and also how this language acquisition is learned and developed by social interacting with environments such as adults and the cognitive development. Also, I will be highlighting studies that have critiqued Motherese and the other theories of not being helpful to children in acquiring language. The innateness theory Language is not an autonomous system for communication. It is embedded in and supplemented by gesture, gaze, stance, facial expression, voice quality in the full array of options people can use for communicating (Clark, 2009). Learning is complex and the context where it takes place is influenced by our learning experience due to our different experiences. Clark (2009, p.7) states that "in learning language, children may first rely on nonlinguistic options, both in their initial understanding and in their own early use". The Innateness theory by Noam Chomsky (Pinker, 1994) shows the innatist limitations of behaviorist view of language acquisition in 1960"s to the alternative "generative" account of language. The main Argument in this theory is that children

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Code-switching and Bilingualism in the English language used

Code-switching and Bilingualism in the English language used, 2013

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Strategies that teachers of English use when teaching writing to foreign students

Strategies that teachers of English use when teaching writing to foreign students, 2018

Through a review of literature, this study presents strategies that EFL teachers use when teachin... more Through a review of literature, this study presents strategies that EFL teachers use when teaching writing to EFL learners in which the three types of teaching approaches namely the traditional product writing (TPW), the process writing and the innovated writing process approach used in teaching writing to EFL learners. This study indicates that feedback, error; contrastive analysis and communicative interaction in discussing meaning and form provided by the teacher leads to improvement by EFL learners’ in writing accuracy and fluency as well (Mourssi, 2013).This should include focus on error patterns and pair; group interaction and students-teacher interaction. This is the result of the shifting from product, guided writing to process writing and recently to the innovated writing process approach in teaching writing for EFL learners. Furthermore, the role of the teacher in the methods and approaches of teaching in general and in developing writing skills in particular.

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Papers by Dr. Entisar K Aljoundi

Learning English in an Arabic context: A study of first-year Libyan university students' challenges in the learning of English

Journal of Research in Language & Translation, 2025

This study sought to identify the challenges that EFL students faced in developing English langua... more This study sought to identify the challenges that EFL students faced in developing English language communicative competence for academic purposes at a Libyan university. The EFL challenges in learning English have been mostly studied by Arab learners in some Arabic countries. Such a line of research has been relatively unexplored in Libya; hence, this study addressed this gap. This research canvassed students' and lecturers' experiences and perceptions in the teaching and learning of academic English in a foreign language context. Within a case study approach, a convergent mixed methods research design was used. Data was collected through qualitative and quantitative methods in an interpretative paradigm. The study employs three data generation methods, a semi-structured interview, focus group discussion, and questionnaires. The findings suggest that this study can be classified into four categories of EFL Libyan learning challenges: linguistic, cultural, institutional, and structural challenges. Linguistic challenges, most participants agreed that Arabic and English are linguistically dissimilar. The cultural challenge manifests as a dissonance between students' cultural predilections and the decoding required for meaning making in English as a foreign language. Institutional challenges are described as the general position of higher education in Libya. Finally, structural challenges were related to the overall teaching program coherence. The study concludes by making suggestions to improve communicative competence in the target language at the research site, and to explore how students can overcome their English learning challenges.

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Idea generation and planning time in second language academic writing: An empirical investigation at Howard College Campus, University of KwaZulu-Natal, Durban, South Africa

Idea generation and planning time in second language academic writing: An empirical investigation at Howard College Campus, University of KwaZulu-Natal, Durban, South Africa, 2024

Idea generation is a cognitive process which underlies the production of coherent writing. Howeve... more Idea generation is a cognitive process which underlies the production of coherent writing. However, little is known about the nature of this process and how it is affected by different preparatory conditions. The current study examines the effects of three planning time conditions: 'planning time' (10 minutes), 'extended planning time' (20 minutes) and 'no planning time' and two task conditions, namely 'topic given' and 'topic and ideas given', and their effect on the quality and the quantity of idea units produced in the planning notes and essays of 30 English Second Language (ESL) learners at a South African university. The study aims to replicate an earlier study by Ong, and tests four hypotheses: hypotheses 1 and 2 state that an extended planning time has a positive effect on both the quantity and the quality of ideas generated in planning notes (hypothesis 1) and essays (hypothesis 2). Hypotheses 3 and 4 state that additional ideas alongside a topic enhance the idea generation process in both planning notes (hypothesis 3) and essays (hypothesis 4). Our findings do not verify hypothesis (1) as neither in the planning notes nor the essays was the quantity of ideas affected by the planning time conditions. Hypothesis 2 was partially verified as the quality of ideas in the essays-but not in the planning notes-improved as an effect of an extended planning time. These results differ from Ong whose data fully support both hypotheses 1 and 2. Our data falsify hypotheses 3 and 4 as the topic-given condition consistently produced both a better quality and a larger quantity of ideas in the planning notes and in the essays of the participants. This finding concurs with Ong. In conclusion, the attempt at a replication of Ong only partially yielded the same results. Interestingly, the data indicate that the idea-generation process differed between the production of the planning notes and the production of the essays.

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Dr. Entisar K Aljoundi

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