scholarly journals Analysis of Errors Committed by Students in Writing English Essays

2021 ◽  
Vol 2 (4) ◽  
pp. 27-35
Author(s):  
Lok Raj Sharma
Keyword(s):  
Mother Tongue ◽  
Simple Random Sampling ◽  
Written Language ◽  
First Year ◽  
Education Students ◽  
Word Level ◽  
Sentence Level ◽  
Free Mode ◽  
The Impact ◽  
Language Sample

Error analysis in linguistics is a systematic process of collecting, identifying, describing, explaining and evaluating unaccepted linguistic forms committed by learners in their writings or speeches. This article attempts to assess the errors committed by 128 bachelor first year education students studying English as a foreign language at Makawanpur Multiple Campus, Hetauda, Nepal in the year 2021. Every student was assigned to write an essay on ‘The Impact of Corona Pandemic on Students’ in about 500 words as the written language sample in a free mode. 128 essays were selected as a sample through the simple random sampling method lottery from 190 essays. All the errors in their essays were identified, described, classified, explained and analyzed. The results revealed that most of the students committed errors in omission at the sentence level, and the causes of the errors were due to intralingual transfer, whereas the highest frequency of errors at the word level was preposition resulted due to mother tongue transfer and overgeneralization.

scholarly journals ANALYSIS OF CODE SWITCHING BY EFL STUDENT AT ENGLISH LANGUAGE EDUCATION

2017 ◽  
Vol 24 (1) ◽  
pp. 37
Author(s):  
Sariputri Ni Putu Trisna
Keyword(s):  
English Language ◽  
Language Education ◽  
Code Switching ◽  
Education Students ◽  
English Language Education ◽  
Word Level ◽  
Sentence Level ◽  
Two Factors ◽  
The One

This study discusses code switching used by the English Language Education students in their daily communication. This study also tries to find out the factor of applying code switching. The data was collected from around forty participants by using two methods such as observation and interview. The participants were the English Language Education students at Universitas Pendidikan Ganesha. From all of the participants, there were twenty expressions of code switching were revealed. The result shows that the students uses three types of linguistics level in code swicthing such as word level, phrase level and clause or sentence level. It is also found that there are two factors that made the students switch the one language into another language.

scholarly journals THE IMPACT OF REVISION STRATEGIES ON UNIVERSITY STUDENTS’ WRITING

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Anselmus Sudirman ◽  
Luky Tiasari
Keyword(s):  
University Students ◽  
Interview Technique ◽  
Word Level ◽  
Units Of Analysis ◽  
Analysis Technique ◽  
Sentence Level ◽  
Grammatical Errors ◽  
The Impact ◽  
Academic Year ◽  
Source Materials

The objectives of this study are (1) to describe the most frequently employed revision strategies used by university students in their research proposals, and (2) to describe the problems they face in revising their research proposals. This considers the revision strategies as part of the research proposals writing by examining how a focus on deletion, substitution, addition and reordering affects the revising processes ofwritten products. The method used in this study was a qualitative research fundamentally involved an in-depth interpretation of data. Four university students at PBI UST academic year of 2015/2016 involved in this study used different revision strategies: (a) revising by deletion, (b) revising by substitution, (c) revising by addition and (d) revising by reordering. An open ended interview technique was used to get information on problems the participants faced during writing and revising their research proposals. The processes of data analysis technique were (1) establish units of analysis of revision strategies, indicating how these units are similar to and different from each other, (2) match the responses given in interviews to written documents, (3) create a domain analysis, and (4) establish relationships and linkages between the domains (Manion & Morrison, 2000). The findings show that participants revised their research proposals by using a deletion strategy through which they focus on removing certain parts of the proposals being produced. Another revision strategy is substitution in which participants organize replacements of inappropriate parts of the proposals. The revision strategy called addition is used to refer to certain missing parts of proposals. The simultaneous use of reordering is also of paramount importance to mark the revised source materials in the writing activities. Emergent revision strategies were coined byparticipants namely revision by consultation, revision by rereading and reanalyzing, and revision by reviewing. Participants faced grammatical errors (grammatical difficulties), lack of vocabulary, incorrect use of dictions and sentences (a word-level and a sentence-level of difficulties) in the process of writing their research proposals.Keywords: revision strategies, deletion, substitution, addition, reordering

scholarly journals Longitudinal assessment of depression, stress, and burnout in medical students

2016 ◽  
Vol 7 (04) ◽  
pp. 493-498 ◽  
Author(s):  
Akhil D. Goel ◽  
Sulbha V. Akarte ◽  
Sumita P. Agrawal ◽  
Vikas Yadav
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
High Stress ◽  
First Year ◽  
Longitudinal Assessment ◽  
Education Students ◽  
Medical College ◽  
First Year Medical Students ◽  
The Impact

ABSTRACT Background: Medical students can and do suffer from mental disorders is a concept yet to get wide acceptance. There are few studies comprehensively evaluating depression, stress, and burnout in medical students, especially in a longitudinal way in India. The current study aims to assess the impact of medical education on the development of psychological morbidities and the role of personality. Materials and Methods: First-year medical students of a leading medical college of India were enrolled on admission and given anonymized, validated, self-administered questionnaires assessing depression, stress, burnout, and personality. This was repeated at the end of 1st year. Data were analyzed independently as questionnaires were anonymized. Results: We found that 1st year of medical college showed a significantly increasing depression (P < 0.01) and stress (P < 0.01). Overall burnout did not increase significantly. However, only disengagement dimension of burnout increased significantly. Personalities with weak capacity to adjust had a significant positive correlation with depression (r = 0.277, P< 0.001) and stress scores (r = 0.210, P = 0.008). However, burnout did not correlate with any of the personality dimensions. Conclusion: Right from the 1st year of medical education students perceive high-stress levels and have a high risk of depression. Burnout starts to creep in at least in the form of disengagement. This study provides a sound groundwork for planning interventions to reduce student’s mental morbidity and avoid burnout.

scholarly journals Promoting Innovation, Creativity and Entrepreneurship Skills in Science Education Students: A Panacea for Employability

2020 ◽  
Vol 4 (3) ◽  
pp. 44
Author(s):  
Agommuoh P Chinyere ◽  
Ndirika M C
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Science Students ◽  
Education Students ◽  
Critical Skills ◽  
Research Questions ◽  
Collaborative Skills ◽  
The Impact

Purpose: The purpose of this study is to investigate how science teachers can teach science education students in order to promote innovative, creative and entrepreneurship skills in them to enable them become employable in the labour market. Unemployment in Nigeria is a time bomb waiting to explode at any time except proper and effective interventions is put in place to mitigate the impact of high youth unemployment. This paper uses descriptive survey research design. The population of the study is all the 933 science education students in the Department of Science Education of Michael Okpara University of Agriculture, Umudike.Methodology: A simple random sampling technique was used to sample 100 (80 males and 70 females) science education students. Three research questions and three hypotheses that were tested at 0.05 level of significance guided the study. The instrument for data collection was the researcher’s developed questionnaire of the four-point Likert Scale type of Strongly Agree (SA), Agree(A), Disagree(D) and Strongly Disagree (SD) which are rated 4, 3, 2 and 1 respectively. The instrument was validated and its coefficient of reliability obtained as 0.89. Data collected were analyzed using mean to answer the research questions and t- test to analyze the hypotheses.Findings: The results obtained indicated that teaching science students in such a way that they will be able to make use of facilitation technique that allows for sharing ideas and freedom to innovate; develop skills for accessing funds and accounting; develop critical skills that will enhance innovative ideas; develop collaborative skills needed for joining cooperative societies like producer and consumer cooperative and develop the ability to organize and build network are some of the things the science teacher should do to promote innovation, creativity and entrepreneurship skills in science students.Unique Contribution to theory, practice and policy: Based on the findings, it was therefore recommended that science education students should be taught science properly so that they can develop critical skills to enhance their innovative ideas. Also, science students should be taught science in a way that will help them develop collaborative skills needed for joining and organizing cooperative societies.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

INFLUENCE OF THE DIFFERENT SOIL PREPARATION METHODS ON THE PEA YIELD

2018 ◽  
pp. 16-20
Author(s):  
А. М. Grebennikov ◽  
А. S. Frid ◽  
V. P. Belobrov ◽  
V. А. Isaev ◽  
V. М. Garmashоv ◽  
...  
Keyword(s):  
Field Experiments ◽  
Morphological Properties ◽  
Mineral Fertilizers ◽  
First Year ◽  
Zero Tillage ◽  
Preparation Methods ◽  
Soil Preparation ◽  
Multifactor Analysis ◽  
The Impact ◽  
Central Chernozem

The article assesses the relationships between the morphological properties of agrochernozems and yield of peas on the plots, experience with different methods of basic treatment (moldboard plowing at the depth of 20 - 22, 25 - 27 and 14 - 16 cm, moldboard plowing to a depth of 14 - 16 cm, combined midwater moldboard, mid-water subsurface, surface to a depth of 6 - 8 cm and zero tillage) is inherent in V.V. Dokuchaev Research Institute of Agriculture of the Central Black Earth strip, in the fall of 2014. The research was conducted in 2015 - 2016, with the application of mineral fertilizers (N60Р60К60) and unfertilized background. The highest pea yields in the fertilized as the background, and without the use of fertilizers was observed in dumping plowing and especially in the variant with deep moldboard plowing, which creates in comparison with other ways of handling the best conditions for the growth and development of peas. The lowest yield of pea was obtained with zero processing. Apparently legalistic migrational-mizelial agrochernozems the Central Chernozem zone of minimum tillage in the cultivation of peas are not effective, what is evident already in the first year after the laying of experience with different basic treatments. As shown by the results of applying multifactor analysis of variance studied the mapping properties of the soil can have the same significant impact on the yield of agricultural crops, as options for the field experiments aimed at assessing the impact of various treatments on yield.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

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