The paper titled "Poor Handwriting and Its Knock-On Effects on EFL Learners' Academic Performance" primarily focuses on the relationship between poor handwriting and the academic performance of English as a Foreign Language (EFL) learners. The research explores how students' handwriting quality impacts their overall success in academic assessments and gathers teachers' perceptions regarding this issue.
The purpose of the study is to investigate the extent to which poor handwriting influences students' academic performance in various courses and to understand teachers' views on the matter. Specifically, the study aims to assess the knock-on effects of poor handwriting on students' grades and to analyze whether teachers perceive a significant relationship between handwriting quality and academic outcomes.
The methodology employed includes a combination of a questionnaire administered to experienced EFL teachers and an analysis of handwriting samples from students. The questionnaire was designed to capture teachers' observations and opinions, while the handwriting samples were collected from 64 EFL learners enrolled in different courses at King Khalid University. The researchers used Smith's (2010) six criteria to evaluate the handwriting samples and compared these with the students' grades in their respective courses.
Key findings reveal that students with poor handwriting generally score lower marks in their exams compared to those with legible and satisfactory handwriting. The study also found that teachers overwhelmingly agree that poor handwriting negatively impacts students' academic performance, particularly in writing-based assessments. There is a strong correlation between handwriting quality and overall academic success, with students who practice good handwriting skills achieving better grades.
In conclusion, the study emphasizes the importance of handwriting as a crucial skill that significantly affects academic performance. It suggests that both teachers and students should prioritize improving handwriting through regular practice, as this can lead to better academic outcomes. The findings highlight the need for a greater focus on handwriting skills in educational settings, even in the digital age, to ensure that students can effectively communicate their knowledge and ideas in written form.