The data sources in this study were five different Arabic sentences translated by the teacher who taught the heritage book in Islamic boarding schools, namely: jumlah mutsbatah (positive sentences), jumlah manfiyah (negative sentences), jumlah istifhamiyah (interrogative sentences), jumlah syarthiyah (conditional sentence), and jumlah al-qasam (sentence of oath). This study used a qualitative descriptive method with a content analysis model. This study aimed to reveal the semantic grammatical errors in the translation of various Arabic sentences into Indonesian. In addition, private universities were recommended to reconsider their admission policy so as to help facilitate translation competencies acquisition. It was also recommended that courses need to be reconsidered to be aligned with the knowledge areas of the needed translations competencies. It was recommended that Yemeni universities review their programs in light of the market needs. Results reveal that the participating translation programs fall short to satisfy the market needs. The researcher developed two content analysis tools to collect data that were validated by a panel of experts. The researcher used the findings of a previous study that identified the Yemeni translation market needs and aligned them to the programs intended learning outcomes and the course titles. Specifically, the researcher selected two major components of translation programs' specification documents which were the intended learning outcomes and course titles. The aim of this study was to help solve this problem by mapping translation programs with the market needs.

One major complaint of the undergraduate Yemeni translation programs' graduates is the poor skills they have that do not qualify them for the market. This paper hoped that, the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English. Students should also be encouraged to engage in the learning process by setting tasks like, learning the spelling of a few selected words, which they can test each other on in pairs class and so evaluate their own and their peer’s work. This paper concludes that, the spelling problems of EFL learners could be addressed by a variety of intervention strategies such as, instructors should be introduced to a range of teaching methods such as simulation situations where they can experience problems arising from poor spelling and roleplaying. The findings reveal that, there are different effective teaching strategies to master English spelling such as, practicing spelling, lecturers’ pedagogical practices and Learners’ Engagement. Group structured interviews were designed for the lecturers and students. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department.

This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students’ spelling errors. Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling).

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