scholarly journals An Analysis of Errors in English Essays Written by Thai Non-English Major Students

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Prathomwat Suraprajit
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Writing ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Language Writing ◽  
English Major ◽  
Main Verb ◽  
Subject Pronoun ◽  
The Subject

Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

scholarly journals An Analysis of Omission in Students’ English Writings

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 55
Author(s):  
Ingatan Gulö ◽  
Teo Vany Rahmawelly
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Grammatical Errors ◽  
Omission Errors ◽  
Qualitative Data Collection ◽  
Made In

This paper is part of research with a larger scope covering errors students made related to subject-verb agreement. This part aims to elaborate grammatical problems faced by foreign language learners of English in relation to the omission they made in their writings. A qualitative data collection method was applied in gathering the data. The researchers collected pieces of writing from the students, read them, and analysed the omission errors found in the collected writings. As result, the most common omissions found in the data are related to verb markers. Omission of main verbs and auxiliaries also occur, creating sentences without any verbs or grammatically necessary auxiliaries. Absense of these kinds of function in Indonesian is the main reason for this grammatical problem faced by the learners. In addition, omissios of suffix -ing were also found by the researchers in the data. These findings should be able to contribute to existing works on grammatical errors and increase the success of both teaching and learning of a foreign language like English.Key Words: error, grammar, omission, writing

scholarly journals Implementation of Self-Regulated Learning Model In Learning English Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
La Ode Nggawu ◽  
Hartati Muchtar ◽  
Khaerudin Khaerudin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
Albert Bandura ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
Good Learning

<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>

scholarly journals Based Conceptual Blended Learning Didactic Prospect

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Joel Laffita Rivera ◽  
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learners ◽  
Qualitative Data ◽  
Learning Approaches ◽  
Foreign Language Learners ◽  
Quantitative And Qualitative Research ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Subject

The study aimed to deliver a valuable conceptual academic prospect based on a materialized use of Blended Learning (BL) in Spanish foreign language classroom with emphasis on lecturing treatments and learning approaches. This research was conducted by using mixed quantitative and qualitative research techniques. The study focused on collecting, analyzing, and mixing both quantitative and qualitative data because both research methods work together offer the best way to address the subject presented. This criterion involved the collection and analyze of associated researchers’ input, blended learning lecturing treatments and learning approaches used to conduct Spanish foreign language classroom, and the outputs from a survey given to 100 Spanish foreign language learners. The outcome revealed that using blended learning assignments based on the BL lecturing and learning insights outlined in this study help in determining good foreign language academic results, which could be used as a recycled-model for enhancing lecturing skills and developing competence materials based on the use of the Blended Learning method.

scholarly journals Implementation Of Self-Regulated Learning Model In E-Learning English Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1450-1455
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
E Learning ◽  
Learning English

This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.

scholarly journals Exophoric and Endophoric Awareness

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Awwad
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
First Year ◽  
Decoding Skills ◽  
Reading And Writing ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
English Major ◽  
The Impact

This research aims to shed light on the impact of exophoric and endophoric instruction on the comprehension (decoding) skills, writing (encoding skills), and linguistic awareness of English as Foreign Language learners. In this line, a mixed qualitative quantitative approach was conducted over a period of fifteen weeks on sixty English major students enrolled in their first year at the Lebanese University, fifth branch. The sixty participants were divided into two groups (30 experimental) that benefited from instruction on exophoric and endophoric relations and (30 control) that did not have the opportunity to study referents in the designated period of the research. The participants sat for a reading and writing pretest at the beginning of the study; and they sat again for the same reading and writing assessment at the end of the study. The results of the pre and post tests for both groups were analyzed via SPSS program and findings were as follows: hypothesis one stating that students who are aware of endophoric and exophoric relations are likely to achieve better results in decoding a text than are their peers who receive no referential instruction, was accepted with significant findings. Hypothesis two stating that students who are aware of endophoric and exophoric relations are likely to perform better in writing than their peers who receive no referential instruction , was accepted with significant findings. Hypothesis three stating that, students who learn endophoric exophoric relations become aware of referents and their linguistic function, was also asserted with significant findings. The study answered the research questions can endophoric and exophoric awareness influence the reading comprehension and writing structure of English as foreign language learners? Does instruction on referents boost learners’ awareness on the linguistic function of endophoric and exphoric relations? Recommendations for teachers, learners, curriculum designers, and future research have been incorporated.

scholarly journals Factors affecting male and female Indonesian EFL students’ writing anxiety

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Hairus Salikin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
Writing Anxiety ◽  
Male And Female ◽  
Factors Affecting ◽  
Foreign Language Learners ◽  
Language Writing ◽  
Efl Students ◽  
Anxiety Levels

This study is aimed at investigating the writing anxiety levels of foreign language learners and factors affecting the foreign language writing anxiety levels on the learners based on the gender variable. It applies close-ended questionnaires as instruments to collect the data, adopted from Cheng (2004) about Second Language Writing Anxiety Inventory (SLWAI), and Causes of Writing Anxiety Inventory (CWAI) questionnaire adopted from Younas (2014). The results of the study show that Indonesian English learners suffered a mediocre level of English writing anxiety, especially cognitive anxiety as preference. In relation to gender, female students tend to have significantly higher anxiety level than male in terms of writing English compositions. The study reports that both male and female learners suffered from anxiety due to lack of linguistic competence.

scholarly journals Students' Translation Use in English Foreign Language (EFL) Learning

2020 ◽  
Vol 3 (1) ◽  
pp. 47-50
Author(s):  
Masitowani Siregar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Translation Process ◽  
Study Program ◽  
English Grammar ◽  
Foreign Language Learners ◽  
Reading Text ◽  
The Subject

The study was conducted to describe the students’ translation use in English Foreign Language Learning (EFL). The subject of the study was 100 students English Educational Study Program Languages and Arts Faculty, Universitas Negeri Medan. 40 Students were selected as the sample. The instruments used to collect data were questionnaire and interview. The data analysis indicated that English Department Students as foreign language learners used translation activities during their learning process such as, to comprehend reading text, to write English texts, to speak English, to understand vocabularies, to understand English grammar, to understand idioms and phrases and to understand the instructions of teachers.  More attention should be given than to help the students’ skills and understanding through the translation process.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL USING A MOBILE LEARNING APPLICATION

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 281
Author(s):  
Endar Rachmawaty Linuwih ◽  
Yohanes Kurniawan Winardi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Mobile Learning ◽  
Action Observation ◽  
Writing Test ◽  
Foreign Language Learners ◽  
Writing Skill ◽  
The Subject ◽  
The Mean ◽  
Planning Action

Writing is claimed to be the most difficult skill for second language and foreign language learners. Thus, it needs an effective model of teaching to improve the students’ writing skill. This study aims to describe the use of a mobile learning application Busuu to improve students’ writing skill. This is a classroom action research (CAR) that was conducted into two cycles. Each cycle consisted two meetings and involved four steps namely planning, action, observation and reflection. The data were collected by using technique of observation, test, and interview. The subject of the research was fourteen students of Widya Kartika University. The result showed that there was an improvement in students’ writing skill. It can be seen from the result of writing test in each cycle which was improved. Mean score of the students’ writing in cycle 1 was 61.14 and the mean score of the students’ writing was 71.42 in cycle 2. In addition, the results of the interview showed that the students had a positive attitude toward the implementation of mobile learning application Busuu in the activities of learning writing.

scholarly journals Error Analysis – Types and Causes of Errors in English Writing among Chinese Students

2021 ◽  
Vol 5 (8) ◽  
pp. 238-241
Author(s):  
Zhuoyang Li
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Negative Transfer ◽  
Chinese Students ◽  
English Writing ◽  
Foreign Language Learners ◽  
Thought Patterns ◽  
Causes Of Errors ◽  
Chinese And English

This article analyzes errors with regard to the types and causes of errors commonly committed by Chinese EFL (English as a foreign language) learners. It covers the concepts and theories concerning error analysis, synthesizes previous research, as well as identifies the flaws and gaps found in those literatures. This article provides several teaching suggestions based on previous analyses, which have found that the misuse of verbs and articles are the most common errors in English writing among Chinese students. Based on this, most studies attributed those errors to the negative transfer of Chinese due to the thought patterns and disparities between Chinese and English.

scholarly journals An Investigation of Writing Errors Made by Saudi English-Major Students

2020 ◽  
Vol 10 (2) ◽  
pp. 92
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Language Learners ◽  
First Language ◽  
High Rate ◽  
Writing Difficulties ◽  
Writing Courses ◽  
English Writing ◽  
Foreign Language Learners ◽  
English Major ◽  
Written Compositions ◽  
Writing Errors

The present study aims to explore writing errors made by Saudi foreign language learners of English. The study seeks to address the following questions: a) to what extent do Saudi English-major students face difficulties in English writing; and b) what types of errors do Saudi English-major students make in their writing. Addressing these will facilitate an examination of the role of the first language and the difficult nature of writing in English. Twenty-four male English-major students attending a Saudi university participated in the study (aged 19&ndash;22 years). The participants wrote 48 compositions over a two-week period, from which the data for this study were collected. These written compositions were analysed manually by the researcher. The findings of the study reveal that: a) the targeted participants had difficulty in writing accurately in English, given the high rate of errors they made; and b) capitalisation, spelling and use of articles were the top three types of errors accounting for around 50 per cent of overall errors. The writing difficulties that students face require Saudi universities to revise their writing courses materials and teaching approaches.

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