أخطاء علامات الترقيم في الكتابة باللغة الإنجليزية التي يواجهها طلاب السنة الثانية بكلية اللغات – الخمس، ليبيا.

Alruwani, M. M. A., Senowarsito, & Susanto, D. A. (2025). Challenges in punctuation usage among Libyan EFL secondary students. English Review: Journal of English Education, 13(1), 397–300. https://doi.org/10.25134/erjee.v13i1.11649

Al-Sayed, N. A., & Riazi, A. M. (2026). Controversies in learning English as an additional language in early schooling. Education Sciences, 16(1), 33. https://doi.org/10.3390/educsci16010033

Arévalo, M.-J., Cantera, M. A., García-Marina, V., & Alves-Castro, M. (2021). Analysis of university STEM students’ mathematical, linguistic, rhetorical–organizational assignment errors. Education Sciences, 11(4), 173. https://doi.org/10.3390/educsci11040173

Bakare, A. M., Anbananthen, K. S. M., Muthaiyah, S., Krishnan, J., & Kannan, S. (2023). Punctuation restoration with transformer model on social media data. Applied Sciences, 13(3), 1685. https://doi.org/10.3390/app13031685

Buragohain, D., Punpeng, G., Jaratjarungkiat, S., & Chaudhary, S. (2023). Impact of e-learning activities on English as a second language proficiency among engineering cohorts of Malaysian higher education: A 7-month longitudinal study. Informatics, 10(1), 31. https://doi.org/10.3390/informatics10010031

Câmpean, A., Bocoș, M., Roman, A., Rad, D., Crișan, C., Maier, M., Tăușan-Crișan, L., Triff, Z., Triff, D.-G., Mara, D., Mara, E.-L., Răduț-Taciu, R., Todor, I., Baciu, C., Neacșu, M.-G., Dumitru, I., Colareza, C. C., & Roman, C. E. (2024). Examining teachers’ perception on the impact of positive feedback on school students. Education Sciences, 14(3), 257. https://doi.org/10.3390/educsci14030257

Cislaru, G., Feltgen, Q., Khoury, E., Delorme, R., & Bucci, M. P. (2024). Language processing units are not equivalent to sentences: Evidence from writing tasks in typical and dyslexic children. Languages, 9(5), 155. https://doi.org/10.3390/languages9050155

Clements, J. C., Cooke, S. J., Tomlinson, S., O'Boyle, B., & Fuller, A. (2025). Tips and tricks for writing constructive peer reviews. Conservation Physiology, 13(1), coaf085. https://doi.org/10.1093/conphys/coaf085

Habeeb, A. A. F. (2026). Error analysis of the fourth-year preparatory students in writing English composition. Indonesian Journal of Education Methods Development, 21(1). https://doi.org/10.21070/ijemd.v21i1.1022

Hadi, E. (2021). The role of punctuation marks to convey and clarify the meaning of written English. American Journal of Applied Linguistics, 9(1).

Hoe, A. V., Wiebe, J., Slotta, J., Rotsaert, T., & Schellens, T. (2024). Designing dialogic peer feedback in collaborative learning: The role of Thinq Tank. Education Sciences, 14(11), 1231. https://doi.org/10.3390/educsci14111231

Ivanova, V., Kulina, H., & Zlatanov, B. (2026). The impact of prior English learning on the academic success of computer science students. Trends in Higher Education, 5(1), 28. https://doi.org/10.3390/higheredu5010028

Knospe, Y., Vandermeulen, N., Levlin, M., Waldmann, C., & Lindgren, E. (2025). Writing with decoding and spelling difficulties—A qualitative perspective. Education Sciences, 15(12), 1637. https://doi.org/10.3390/educsci15121637

Marcet, A., Moreno, V., Rodríguez-Gonzalo, C., & Perea, M. (2022). The use of commas in secondary-education students and its relationship with reading comprehension: The case of Spanish. Brain Sciences, 12(11), 1564. https://doi.org/10.3390/brainsci12111564

Mariappan, R., Tan, K. H., Yang, J., Chen, J., & Chang, P. K. (2022). Synthesizing the attributes of computer-based error analysis for ESL and EFL learning: A scoping review. Sustainability, 14(23), 15649. https://doi.org/10.3390/su142315649

Mazur, A., & Quignard, M. (2023). French students with dyslexia facing the punctuation system: Insecurity, inventory use, and error studies. Brain Sciences, 13(4), 532. https://doi.org/10.3390/brainsci13040532

Navío-Inglés, M., Guzmán Mora, J., O’Connor-Jiménez, P., & García González, A. (2025). What’s next for feedback in writing instruction? Pre-service teachers’ perceptions of assessment practices and the role of generative AI. Education Sciences, 15(11), 1534. https://doi.org/10.3390/educsci15111534

Philippakos, Z. A. T., & Sipitanos, K. (2025). Pre-service teachers’ preparation to teach writing using genre-based strategy instruction: Reporting two cycles of design-based research. Education Sciences, 15(6), 737. https://doi.org/10.3390/educsci15060737

Sujani, M., Raheema, A., Abdullah, M. B., Arshad, S., & Halik, A. (2025). An analysis of the punctuation errors in writing among ESL learners in the Sri Lankan context. Science and Innovation, 4, 17–26. https://doi.org/10.5281/zenodo.14960552

Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), e36876. https://doi.org/10.1016/j.heliyon.2024.e36876

Yakhontova, T. (2020). Punctuation mistakes in the English writing of non-Anglophone researchers. Journal of Korean Medical Science, 35(37), e299. https://doi.org/10.3346/jkms.2020.35.e299

Anwaar Omar Alashab. (2026). An investigation into EFL Students’ Perceptions of AI-Assisted Academic Writing tools. Journal of Libyan Academy Bani Walid, 2(1), 523–538. https://doi.org/10.61952/jlabw.v2i1.426

Aisha Hassan Bashir Salih. (2026). AI-Assisted Error Analysis for Improving EFL Writing Accuracy: A Corpus-Based Quasi-Experimental Study. Journal of Libyan Academy Bani Walid, 2(3), 51–68. Retrieved from https://journals.labjournal.ly/index.php/Jlabw/article/view/567

Alya Alghannai Abu Dirbala. (2026). Investigating Common Grammatical Errors Made by Libyan EFL Students in Writing: A Case Study in the Department of English at Sirte University. Libyan Journal of Educational Research and E-Learning (LJERE), 2(1), 90-101. https://doi.org/10.65417/ljere.v2i1.67

Soad Alshibani Ahmed Altaeb. (2025). Highlighting the Gap Caused by Neglecting the Teaching of Punctuation Marks in English Course Books: The Case of Libyan Students. Libyan Journal of Educational Research and E-Learning (LJERE), 1(2), 362-375. https://doi.org/10.65417/ljere.v1i2.74

Majida Omar Abida, & Fatima Khalifa Mohommed. (2025). Cohesion and Coherence in the Writing of Libyan EFL Learners. Libyan Journal of Educational Research and E-Learning (LJERE), 1(1), 53-60. https://doi.org/10.65417/ljere.v1i1.11