scholarly journals Error analysis of undergraduate students’ writing performances: IELTS-based activities

2021 ◽  
Vol 1 (1) ◽  
pp. 19-27
Author(s):  
Novrika Nartiningrum ◽  
Pusfika Rayuningtya ◽  
Diska Fatima Virgiyanti
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Word Choice ◽  
Lexical Resource ◽  
Good Ability ◽  
Logical Sequence ◽  
Different Types ◽  
Term Papers ◽  
Efl Students ◽  
Writing Errors

As English as a Foreign Language (EFL) students, it is expected that they should have good ability in four skills of English, including writing skill. However, errors are still found in students’ written works. This paper examines the different types of writing errors made by 10 Indonesian undergraduate students who were enrolled in an IELTS preparation class. Descriptive qualitative research was employed in this study. The errors in the term papers were identified and classified accordingly. The students’ works were assessed based on four aspects: task achievement, cohesion and coherence, lexical resource, grammatical range, and accuracy. The result of this study showed that the highest percentage of students’ errors was in terms of lexical resource and grammatical range (accuracy), followed by three other common errors: singular or plural, word choice, and punctuation. Regarding to the task achievement, in Task 1, most of the students addressed the task but they didn't cover all the information needed. While in Task 2, some students presented clear opinions but with limited and inadequately developed ideas and gave no conclusion. Furthermore, for the results of cohesion and coherence in Task 1, most students showed good logical sequence and overall progression but with faulty cohesion devices. However in Task 2, some students presented either incoherent or illogical ideas or information. These results contribute as fruitful insights for language learners who want to enhance the IELTS comprehension, particularly writing performance.

scholarly journals Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University

2020 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Hina Manzoor ◽  
Sahar Azhar ◽  
Fouzia Malik
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Private University ◽  
Structured Interviews ◽  
Essay Writing ◽  
Qualitative Research Design ◽  
Lexical Resource ◽  
Post Test

Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.

scholarly journals A Corpus-based Study of EFL Learners’ Errors in IELTS Essay Writing

2017 ◽  
Vol 6 (3) ◽  
pp. 143 ◽  
Author(s):  
Hoda Divsar ◽  
Robab Heydari
Keyword(s):  
Statistical Analyses ◽  
Word Choice ◽  
Error Type ◽  
Essay Writing ◽  
Efl Learners ◽  
Coding Scheme ◽  
Error Coding ◽  
Verb Forms ◽  
Different Types ◽  
Writing Errors

The present study analyzed different types of errors in the EFL learners’ IELTS essays. In order to determine the major types of errors, a corpus of 70 IELTS examinees’ writings were collected, and their errors were extracted and categorized qualitatively. Errors were categorized based on a researcher-developed error-coding scheme into 13 aspects. Based on the descriptive statistical analyses, the frequency of each error type was calculated and the commonest errors committed by the EFL learners in IELTS essays were identified. The results indicated that the two most frequent errors that IELTS candidates committed were related to word choice and verb forms. Based on the research results, pedagogical implications highlight analyzing EFL learners’ writing errors as a useful basis for instructional purposes including creating pedagogical teaching materials that are in line with learners’ linguistic strengths and weaknesses.

scholarly journals An analytical study on theme choices in the academic essays of Libyan EFL undergraduate students

2020 ◽  
pp. 8-32
Author(s):  
Zainab Khalifa Khalafallah Khalifa
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Analytical Study ◽  
Written Texts ◽  
Frequency Of Use ◽  
Different Types ◽  
Efl Students ◽  
Analysis System ◽  
Point Of Departure

Theme is the element which a speaker or writer chooses as a point of departure for a clause. Theme is of different types; each of which has a certain function in the overall discourse. Choosing the appropriate theme is important to deliver the intended message of the discourse. Many EFL students encounter problems in their theme choice which might decrease the quality of their written products. The current study investigated the frequency of the different types of themes to find out the most dominantly used theme types. For data collection, 15 academic essays written by advanced semesters' students were utilized to fulfill the purpose of the study. In analyzing the written texts, the Halladian Analysis System was followed to categorize the type of themes used in the students' writings. According to the study findings, the Topical Unmarked theme was highly dominant in the students' writing. The Textual themes occupied the second place in the frequency of use. Not surprisingly, the Interpersonal theme was very rare in the students' essays. The results of the study were interpreted and contextualized within the existing body of literature. Finally, the implications and limitations of the study were discussed.

scholarly journals An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons

2018 ◽  
Vol 9 (1) ◽  
pp. 31 ◽  
Author(s):  
Mohammed Nuruzzaman ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
English Language ◽  
Proficiency Levels ◽  
English Major ◽  
Prone Area ◽  
Efl Students ◽  
The Common ◽  
Writing Errors ◽  
Academic Year

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17. The findings reveal that the common errors the Saudi EFL students make in writing English paragraphs fall under four categories namely grammar, lexis, semantics and mechanics. Then it compares the categories, types and frequency of errors committed by these three groups of students. Among these categories, grammar has been observed as the most error-prone area where students commit errors the most. The study also posits that among the three groups, the students of the College of Medicine make the minimum errors in all the types and the highest number of errors is committed by the students of Engineering College. The College of Computer Science is in the second position in making errors. The frequency of error types is also found different among these three groups.

scholarly journals Translation Trainees’ Uses of and Attitudes towards Different Types of Dictionaries: A Case Study

2021 ◽  
Vol 10 (2) ◽  
pp. 73
Author(s):  
Nasrin Altuwairesh
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Online Questionnaire ◽  
Two Phase ◽  
Mixed Methods Case Study ◽  
Different Types ◽  
Undergraduate Female ◽  
Indispensable Tool

The focus of most studies on dictionary users has been on foreign and second language learners, with seldom attention paid to translation trainees. Given that the dictionary is an indispensable tool used by translators and translators in the making alike, research in this regard is crucial to uncover the uses and attitudes of this group of dictionary users’ towards different forms of dictionaries. Revealing translation trainees’ practices facilitates the correction of wrong ones and helps in guiding students towards the efficient use of dictionaries. The ultimate goal is, thus, informing translation pedagogy. Hence, the present study aims at investigating translation trainees’ uses of dictionaries and their attitudes towards different types of dictionaries. The focus is on uncovering the uses and attitudes of Saudi undergraduate female translation trainees towards the different forms of dictionaries available for them today. The article in hand specifically reports on the quantitative phase of a two-phase, mixed-methods case study. A group of 95 undergraduate students answered a multi-item, online questionnaire, with the aim of revealing their dictionary uses and preferences. The results confirmed the participants’ preference for and heavy reliance on electronic dictionaries, due to their convenience, comprehensiveness, portability and being up-to-date. The results further indicated the participants’ preference for bilingual over monolingual dictionaries. Surprisingly, the results also showed that a high number of the respondents reported using Google Translate frequently. Despite these findings, the survey results revealed that the participants have good knowledge of and do in fact use a wide selection of bilingual and monolingual dictionaries, including paper and electronic ones.

scholarly journals Common Writing Errors Among EFL Students at Dhofar University in Oman: An Analytical Study

2019 ◽  
Vol 9 (2) ◽  
pp. 402
Author(s):  
Yasser Muhammad Naguib Sabtan ◽  
Abdelkader Mohamed Abdelkader Elsayed
Keyword(s):  
First Year ◽  
First Year Students ◽  
Verb Agreement ◽  
Part Of Speech ◽  
Grammatical Errors ◽  
Different Types ◽  
Efl Students ◽  
The Common ◽  
Writing Errors ◽  
Verb Tense

The present study aims to analyze the common writing errors made by EFL students at Dhofar University in the Sultanate of Oman. The study included 93 first-year students enrolled in a university requirement course. The students’ written English essays were collected to carry out the analysis. A number of errors in the students’ essays are identified and classified into various types. The results of the analysis of the students’ writing samples show that the common errors of EFL students at Dhofar University are basically related to spelling and grammar. Spelling and grammatical errors are classified into different types, with a frequency count for each type of error. Grammatical errors account for the biggest number of errors which are distributed on eight different types. These types are listed in order based on their frequency as follows: (1) verb tense and form, (2) plurality (3) subject-verb agreement (4) prepositions (5) part-of-speech (6) word order (7) articles (8) adjective form. Spelling errors, on the other hand, are classified into four types which are listed in order as follows: (1) omission (2) substitution (3) insertion (4) transposition. Based on these results, a number of recommendations for treatment of writing errors are suggested.

Errors in English Writing of ESL/EFL Students: A Systematic Review

2020 ◽  
Vol 10 (5) ◽  
pp. 520
Author(s):  
Tawos Mohammadi ◽  
Hema Rosheny Mustafa
Keyword(s):  
Systematic Review ◽  
Word Choice ◽  
Research Papers ◽  
Exclusion Criteria ◽  
English Writing ◽  
Depth Study ◽  
Efl Students ◽  
Esl Learners ◽  
Writing Errors ◽  
Different Levels

Errors in the English writing of students have been studied in different levels of education and in different genres of writing in different countries. The study of writing errors is considered essential for improving the writing of students. This systematic review studies the research papers which have been conducted in the surrounding countries of Afghanistan to find out the most common errors in the writing of EFL/ESL learners in this region, and to find the gap in the existing literature in this region. The studies were identified through a search in three databases: The Science Direct, the Academy Publications, and the Scopus journals database. The included studies are conducted in EFL/ESL, focused on errors in the writing, and published in one of the three abovementioned journals. The three databases produced 562 articles, from which nine articles were included in the study based on inclusion/exclusion criteria. After an in-depth study of the articles, it was revealed that the EFL/ESL speakers of English in these countries commit errors in writing, and most of these errors are in the grammatical and mechanics category. The most common errors reported in the studies were in articles, prepositions, punctuation, spelling, and word choice. In these countries, a few genres of writing, such as essays and journals, have been studied.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

scholarly journals Asteroid and Comet Surveys

1994 ◽  
Vol 161 ◽  
pp. 385-400
Author(s):  
B.G. Marsden
Keyword(s):  
Logical Sequence ◽  
Different Types ◽  
The Future ◽  
Ecliptic Latitude ◽  
Similarities And Differences

Past surveys are described in the logical sequence of (1) comets visually, (2) asteroids visually, (3) asteroids photographically and (4) comets photographically. Plots show the evolution of asteroid surveys in terms of visual discovery magnitude and ecliptic latitude, and similarities and differences between surveys for the different types of body are discussed. The paper ends with a brief discussion of more recent discovery methods and some thoughts on the future.

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