An analysis of common errors in using subordinators made by ffl sophomores in writing three classes at iuh graduation thesis faculty of foreign languages

The purpose of this research is to know the common subordinators error that made by students in writing three classes at IUH and recommend some solutions for students to better learning

INTRODUCTION

Rationale

In today's globalized world, the demand for foreign language proficiency is on the rise, making it essential for individuals to acquire this skill to stand out in terms of knowledge, skills, and social status English, being the most widely recognized language, plays a crucial role in education systems worldwide, including Vietnam, where the emphasis on teaching and learning English has become increasingly significant.

The Industrial University of Ho Chi Minh City (IUH) places a strong emphasis on the importance of English, recognizing it as a crucial subject for its students The university offers a dedicated faculty of English for those interested in enhancing their language skills However, many students struggle with communication skills, particularly in speaking and writing, which can negatively affect their daily interactions and academic pursuits Without these essential skills, students may find it challenging to pursue advanced education opportunities, especially in writing.

Writing is considered to be a difficult skill because written structure form is not very easy They have to take a lot of aspects into consideration: grammar, vocabulary, structure, etc

Many sophomores struggle with vocabulary and often make errors in sentence structure, conjunctions, and subordinators, despite having a good grasp of grammar To address this issue, the author proposes a study titled “An Analysis of Common Errors in Using Subordinators Made by FFL Sophomores in Writing Three Classes at IUH.” This research aims to identify frequent subordinating conjunction errors in the writings of sophomores at IUH and to develop effective solutions to improve their writing skills.

Research Objectives

This study aims to identify the most common errors in the use of subordinating conjunctions made by sophomores at IUH, enabling teachers to provide effective solutions By addressing these errors, students will gain a clearer understanding of subordinating conjunctions, ultimately enhancing their writing skills The focus is on improving overall writing abilities, particularly in the correct use of subordinating conjunctions, with specific objectives including the identification of common errors and the recommendation of strategies to minimize these mistakes.

Research Questions

This study is aimed to answer the subsequent research questions:

• What are some subordinating conjunction errors made by the second-year English-major students at IUH ?

• What are some solutions for students to minimize these errors?

Scope of the study

This study focuses on subordinating conjunctions, highlighting common errors made by second-year English-major students due to a lack of knowledge in their usage By identifying these errors, teachers will be able to develop effective solutions, ultimately helping students to understand and use subordinating conjunctions correctly, thereby enhancing their writing skills The research specifically targets the writing of second-year English majors at IUH, aiming to improve their proficiency in this area.

LITERATURE REVIEW

Definitions of terms

Writing lacks a universal definition, as it is interpreted differently by various authors Flower (1981) describes writing as the act of expressing thoughts and conveying meaning, while Brannon et al (1982) view it as a creative art rather than a mechanical process of merely assembling words and sentences according to a set plan.

Writing involves more than just stringing together words and sentences; it is the art of expressing ideas through structured grammar Essentially, writing is the process of utilizing symbols, including letters, punctuation, and spaces, to convey thoughts and ideas in a clear and readable manner.

Writing is a crucial skill in language learning, serving as a powerful tool for communication that conveys thoughts, ideas, and emotions It is often regarded as the most challenging skill to master, both in academic contexts and in everyday life Cross (1992) emphasizes that writing is more difficult to justify than other skills when preparing learners for real-world situations.

According to Tribble (1996), writing is a complex language skill that is challenging to master and typically requires formal instruction rather than being learned through mere exposure Therefore, it is essential for learners to engage in practice to enhance their writing abilities.

Writing is a multifaceted skill that is essential for mastering a language, particularly when learning a second language It involves the intricate process of crafting words and sentences using grammatical structures and cohesive devices to effectively convey thoughts, ideas, and emotions.

Academic writing encompasses various assignments completed in educational environments, including books, research papers, conference papers, academic journals, and theses It is specifically designed to fulfill the requirements of colleges, universities, conferences, and publications Oshima and Hogue (2007) describe academic writing as a formal style distinct from personal and creative writing, commonly utilized in high school and college courses.

Different fields of study prioritize various aspects of writing; for instance, scientific writing emphasizes the clear and accurate reporting of methods and results, while the humanities focus on building persuasive arguments supported by textual evidence Despite these differences, all academic writing adheres to essential principles aimed at effectively conveying information.

"To err is human," highlighting that making mistakes is a natural part of life This is particularly true when learning a second language, where writing often presents greater challenges than other skills.

Error is defined differently by various linguists Corder (1974) describes errors as typically arising from individuals who have not yet fully mastered a language system George (1972) views errors as undesirable forms that course designers or teachers aim to eliminate In contrast, Chaudron (1986) defines errors as linguistic forms that deviate from native speaker norms or any behaviors indicated by the teacher as requiring improvement.

Johanson (1975) argues that hesitation among native speakers regarding the acceptability of a word or construction should not be deemed an error In contrast, Richards and Schmidt (2002) provide a more precise definition, stating that an error occurs when a linguistic item—such as a word, grammatical structure, or speech act—is used in a manner that fluent or native speakers perceive as indicative of faulty or incomplete learning.

Errors are an inevitable part of language learning, and researchers in applied linguistics categorize them into two types: systematic and non-systematic errors According to Corder (1974), non-systematic errors, which arise from a learner's native language, are considered mistakes that do not significantly impact the language acquisition process and can often be self-corrected with attention In contrast, systematic errors, referred to simply as "errors" by Corder, occur during second language learning and serve as indicators of the learner's current language system.

To effectively comprehend errors, it is crucial to differentiate between errors and mistakes According to Brown (2000), a mistake is defined as a performance error that occurs due to a random guess or a "slip," indicating a failure to correctly apply a known system.

Errors are typically not self-correctable, whereas mistakes can be rectified when pointed out to the speaker Mistakes arise from temporary breakdowns in speech production rather than from incompetence (Brown, 2000) According to Hubbard et al (1983), genuine errors stem from a lack of language knowledge and incorrect assumptions about the target language, while mistakes often occur due to memory lapses, confusion, or slips of the tongue Consequently, learners can self-correct mistakes but struggle with errors Richard et al (1990) attribute mistakes to factors such as inattention, fatigue, and carelessness.

Mistakes in language learning are typically non-systematic, arising from factors such as inattention, fatigue, or carelessness; however, learners can often avoid or self-correct these mistakes by staying attentive In contrast, errors are systematic and stem from a learner's lack of competence, ignorance of the rules, interference from their mother tongue, and the inherent challenges of learning rules.

Omission errors occur when writers unintentionally leave out words or change them, particularly in the early stages of learning Beginners often omit function words, while more advanced learners recognize their mistakes with content words This can lead to incomplete sentences, and if teachers do not clarify these omissions, students may end up using incorrect grammar in their writing.

For example: I was so happy I had a new phone (incorrect) I was so happy because I had a new phone (correct) b Addition

Results of previous studies

English conjunctions have been a significant focus of research among scholars Three pertinent studies can be highlighted to enhance the understanding and development of this area of research.

Faja Kurniawan's 2019 study, "An Error Analysis of Subordinate Conjunction in Recount Text Written," investigates the types and prevalence of errors made by students when using subordinate conjunctions in recount texts Utilizing a qualitative research method, the researcher collected data from students' writing tasks without attending classes Students were instructed to write a recount text incorporating five subordinate conjunctions The analysis process involved identifying errors, classifying them, tabulating the results, and providing explanations for the errors.

This research identified four types of errors: omission, addition, misformation, and misordering The most prevalent error was addition, comprising 43.24% of the total errors Misformation errors followed, accounting for 35.13% with a total of thirteen instances Omission errors represented 18.91% with seven occurrences, while misordering errors were the least common, making up 2.71% with only one instance.

The second research was conducted by Erick Setiawan (2019) titled “An Analysis Of

Erick Setiawan's study, titled "Students’ Subordinate Conjunction Errors in Recount Text Writing," examines the errors students make with subordinate conjunctions in their recount text writing The research employs a descriptive qualitative method and involves a sample of thirty students from three classes at SMA Gajah Mada Bandar Lampung Data collection was carried out through documentation of students' tasks related to recount texts, aiming to determine the percentage of errors in conjunction usage.

Research findings revealed a total of 107 errors made by students in writing recount texts Among these, 24 errors were due to omissions, accounting for 22.42%, while 47 errors were attributed to additions, representing 43.92% Additionally, there were 31 misformation errors, making up 28.98%, and 5 misordering errors, which constituted 4.68% The analysis indicates that the majority of students struggle with understanding how to use subordinate conjunctions effectively in their writing.

Amma Abrafi Adjei's 2015 study, titled “Analysis of Subordination Errors in Students' Writings,” investigates how students from selected Teacher Training Colleges manage a crucial element of sentence structure.

The study on "subordination" involved data collected from written scripts and tests completed by 115 participants from three selected universities The analysis focused on identifying both correct and incorrect uses of subordinators in linking sentences within their compositions Notably, respondents often provided only subordinators such as "when," "if," and "that" as answers, neglecting the essential components of the clauses.

Participants in the study exhibited considerable difficulty in using subordination and identifying subordinate clauses, indicating a lack of linguistic knowledge in this area The findings highlight the need for greater emphasis on subordination in Teacher Training Colleges and other educational levels in Ghana, as it is essential for constructing meaningful sentences in English.

According to the previous studies, it is clearly that students usually make errors in some common subordinator as table below:

Table 2.1 Kind of subordinator errors in the previous studies

Students have acquired a significant vocabulary in English; however, they struggle to construct well-developed sentences in narrative writing Errors in recount text writing, particularly with subordinate conjunctions, highlight their confusion and lack of knowledge in this area.

Previous studies reveal both differences and similarities in error analysis, with addition errors being the most common mistakes students make in essay writing Key differences include variations in research methodology, limitations, and data collection techniques While numerous studies have focused on error analysis and writing skills, there is a notable gap in research specifically addressing subordinating conjunction errors in written English at IUH, particularly within the context of this study conducted at the Industrial University.

University Of Ho Chi Minh City with its participants of teachers and students in the faculty of English.

RESEARCH DESIGN

Participants

This study involved 160 sophomores from the Faculty of Foreign Languages at IUH, all of whom have received seven years of English education in secondary school The students share a common native language, Vietnamese, resulting in a relatively uniform background Their English proficiency ranges from pre-intermediate to intermediate, with many students hailing from urban areas that provide better learning conditions, leading to a higher level of English proficiency In contrast, those from rural areas exhibit more limited English skills.

Research methodology and research methods

The design of this research was quantitative methodology, according to Raimo

Quantitative research, as defined by Streefkerk (2019), involves the use of numbers and graphs to test or confirm theories and assumptions, allowing for the establishment of generalizable facts about a topic Common methods include experiments, numerical observations, and surveys with closed-ended questions Earl R further emphasizes that quantitative methods prioritize objective measurements and the statistical analysis of data collected through polls, questionnaires, and surveys, or by manipulating existing statistical data This approach focuses on gathering numerical data to generalize findings across groups or to explain specific phenomena.

Quantitative research was utilized in this study to analyze students' errors with subordinate conjunctions in their writing during classroom instruction This approach is pertinent as the researcher did not implement any treatment for the subjects involved in the study.

This analysis focuses on errors related to subordinating conjunctions, utilizing a questionnaire divided into two parts The first part gathers general information through six questions, while the second part features a multiple-choice test with sixteen questions designed to assess students' ability to identify subordinating conjunctions in various contexts Additionally, a traditional error analysis method provides an overview of the subordinating conjunction errors present in students' compositions The researcher collects responses from the questionnaire to identify specific errors related to subordinating conjunctions.

Procedures

In conducting the research, the writer followed the procedures as follows:

The research focused on a sample of 160 sophomores from the FFL at IUH Data collection involved administering a questionnaire via Google Forms, where participants were instructed to complete the test independently without any references After gathering the responses, the researcher analyzed the data to determine the number of correct and incorrect answers for each test, as well as for each subordinating conjunction, to identify common errors The analysis included identifying, tabulating, and calculating the percentage of the data, culminating in a comprehensive report of the research findings.

Data analysis

After collecting the data, the writer employed error analysis as the methodology for data evaluation The analysis process involved several key steps, starting with the identification of errors.

The initial phase of analysis involves identifying errors, where the writer examines students' mistakes in using subordinate conjunctions through a questionnaire The findings are presented using charts for clarity, followed by a tabulation of the errors.

After identifying the error, the next step is to tabulate it This involves organizing the errors into a table according to their classifications, allowing the writer to quantify the number of errors made by students Subsequently, the writer can identify the most prevalent subordinators that students struggle with in their writing.

After the writer tabulated error and divided the data, then, the writer classified the error The errors were classified into omission, addition, misformation and misordering

FINDINGS AND DISCUSSION

Findings

The fifteen charts illustrate the results of a questionnaire assessing students' errors in using subordinators, with orange representing correct answers and blue indicating incorrect ones The questionnaire consists of four exercises totaling fifteen questions The first exercise is a multiple-choice test featuring five sentences, each requiring students to select an appropriate subordinating conjunction This exercise aims to provide contextual situations for students to apply subordinators The second exercise, "finding errors," includes four sentences to evaluate students' ability to identify errors within complete sentences The third exercise, "combine sentences," consists of three questions, while the fourth exercise asks students to choose given subordinators to complete sentences Exercises three and four encourage students to use subordinators creatively, allowing for a clearer understanding of their errors Student performance evaluation was based on literature from chapter two and other reliable sources.

4.1.1 Result of exercise one Choose the correct answer

Question one I missed them so much because I lived with them I was a child

Chart 4.1 Data on results of question one

Chart 4.1 illustrates the results for question one, revealing a significantly higher number of correct answers compared to incorrect ones This clear disparity highlights the effectiveness of the responses, with the majority achieving the correct outcome.

The term "when" has the highest frequency of incorrect answers, while "since" also ranks high in incorrect responses In contrast, "while" and "until" show the lowest number of incorrect answers, with only three mistakes recorded.

Question two The people were listening eagerly _ the leader was speaking

Chart 4.2 Data on results of question two

According to the data presented in Chart 4.2, the phrase "as soon as" had the highest number of incorrect answers, totaling eighteen In contrast, the subordinating conjunctions "till" and "until" recorded the lowest number of incorrect responses, with each receiving three incorrect answers.

160 while as soon as till until

Question three You can borrow my car _ you agree to be very careful with it

Chart 4.3 Data on results of question three

Chart 4.3 reveals that the overall number of incorrect answers among students is slightly higher than correct ones, primarily due to question three, which posed significant challenges, resulting in 102 incorrect responses The phrase "as soon as" garnered the highest number of correct answers, while "whenever" had the most incorrect responses Additionally, "until" was the second least problematic word for students, and "since" emerged as the subordinating conjunction that caused the least difficulty in question three.

70 as soon as until whenever since

Question four _ he can save a lot of money by taking the bus, Russ still drives his car to the city every day

Chart 4.4 Data on results of question four

The analysis reveals that students provided more correct answers than incorrect ones overall The highest number of correct responses was recorded for the subordinating conjunction "even though." Following this, the conjunction "after" had the next lowest rate of incorrect answers, while "as though" and "before" showed an equal rate of errors among students.

140 as though even though before after

Question five Take the cake out of the oven the timer goes off

Chart 4.5 Data on results of question five

The data indicates that the term "if" has the highest number of incorrect answers, totaling thirty-six, while "since" follows as the second highest with twenty-four incorrect answers In contrast, "although" has the fewest incorrect answers, with only eight recorded.

The multiple-choice test was designed to help students practice using subordinators in context, and the results were quite satisfactory, with 519 correct answers out of 800, representing 64.9% In contrast, 281 answers were incorrect, making up 35.1% This indicates that a higher percentage of students answered correctly compared to those who did not According to the data, "while" emerged as the most frequently used subordinating conjunction at 8.54%, while "as soon as" had the highest error rate at 36.2% of total mistakes This suggests that although students have acquired a substantial vocabulary, they struggle to construct well-developed sentences in their writing.

100 since when if although questions it can be analyzed that students made a lot of misformation errors in this The number of errors used is illustrated in the following table:

Number Error Correction Type of errors

Question one I missed them so much because I lived with them while, until, since I was a child

I missed them so much because I lived with them when I was a child

Question two The people were listening eagerly as soon as, till, until the leader was speaking

The people were listening eagerly while the leader was speaking

You can borrow my car until, whenever,since you are agree to be careful with it

You can borrow my car as soon as you are agree to be careful with it

Question four As though, before, after he can save a lot of money by takin the bus, Russ drive his car to the city everyday

Even though he can save a lot of money by takin the bus, Russ drive his car to the city everyday

Question five Take the cake out of the oven since, if, although the timer goes off

Take the cake out of the oven when the timer goes off

Table 4.1 The Data of Students’ Errors in Using Subordinate Conjunction In Exercise One 4.1.2 Exercise two Finding an error in each sentence below

Question six Although you get the first rank, i will buy you a car

Chart 4.6 Data on results of question six

Chart 4.6 displays the results of exercise two, which involved identifying errors to complete sentences A total of 132 students answered correctly, while 38 students made mistakes by selecting incorrect answers Notably, the overall number of incorrect answers across all students' tests is significantly lower than the number of correct responses.

Question seven Although it was very long but the movie was still enjoyable

Chart 4.7 Data on results of question seven

Chart 4.7 indicates that the highest number of correct answers for the conjunction "but" is eighty-seven, while incorrect answers total seventy-three This suggests that many students struggle to identify the error in this question, likely influenced by their mother tongue, leading them to incorrectly use "but" after "although."

Question eight Although he is overweight However, Tony eats a lot of food before he goes to bed That's not healthy

Chart 4.8 Data on results of question eight

Chart 4.8 illustrates the distribution of correct and incorrect answers in exercise two, which involved identifying errors to complete sentences Notably, eighty-one students answered correctly with "however," indicating a strong understanding of its usage Conversely, seventy-nine students selected incorrect answers, highlighting a significant number of mistakes Overall, the total incorrect answers across all students' tests closely matched the number of correct responses.

Question nine Because the police caught him driving since drunk, he lost his license

Chart 4.9 Data on results of question nine

According to Chart 4.9, there were sixty-one incorrect answers to question nine out of a total of one hundred sixty items, while the number of correct responses slightly exceeded the number of errors made by students on this question.

Based on the analysis of the four questions from Exercise Two, the researcher concludes that students' performance was quite acceptable, with 399 correct answers, representing 62.9% of the total, compared to 241 incorrect answers, which accounted for 37.1% This indicates that a higher percentage of students provided correct answers The errors in subordinating conjunctions among students may stem from differences in grammatical rules between their mother tongue and the target language, leading to mistakes For instance, Vietnamese speakers often use the structure "Mặc dù nhưng" (Although but) in their responses.

Students often make errors when using "although" in combination with "but," as indicated by the data in Table 4.2 The most common mistake in exercise two was addition errors, which comprised 60.4 percent of the total errors Misformation errors were the second most frequent, accounting for 39.6 percent of the total errors.

The analysis of student performance reveals a significant number of addition and misformation errors during exercises, with a total of 120 errors identified The details of these errors are presented in the accompanying table.

Number Error Correction Type of errros

Incorrect items Question six Although you get the first rank, I will buy you a car

You get the first rank, If I will buy you a car

Although it was very long but the movie was still enjoyable

Even though it was very long, the movie was still enjoyable

Although he is overweight However, Tony eats a lot of food before he goes to bed

Although he is overweight.Tony eats a lot of food before he goes to bed That’s not healthy

Because the police caught him driving while drunk, he lost his license

Table 4.2 The Data of Students’ Errors in Using Subordinate Conjunction In Exercise Two

4.1.3 Exercise Three Combine Sentences Using The Given Subordinators

Question ten Ronald is going to finish his homework It takes him all night.(even if)

Chart 4.10 Data on results of question ten

Classifying The Errors

This study investigates common errors in subordinating conjunction usage among second-year English major students at IUH Students were tasked with identifying errors in fifteen questions, revealing persistent mistakes The errors were categorized into three types: addition, misformation, and misordering.

Misinformation errors occur when the incorrect form of a morpheme or structure is used, contrasting with omission errors where an item is completely absent In misformation errors, learners provide an incorrect element instead of leaving it out The following examples illustrate subordinate conjunction errors categorized as misformation errors in student writing.

“She has decided to move to Portland so that, whereas there are more opportunities for employment in that city.”

“Take the cake out of the oven since, if, although the timer goes off.”

“The people were listening eagerly as soon as, till, until the leader was speaking.”

Misformation errors often occur when students struggle with the use of subordinating conjunctions For example, in the sentence “She has decided to move to Portland so that, whereas there are more opportunities for employment in that city,” the conjunction “so that, whereas” should be replaced with “because” for clarity.

Misordering are characterized by the incorrect placement of a morpheme or a group morphemes in an utterance.For examples, in the sentence:

“There is oppression, wherever there is resistance.”

“Unless they’ll have a good corn harvest this year, it rains a lot and prevents them from harvesting their crops.”

Misordering errors occur when students incorrectly place morphemes or groups of morphemes in a sentence For example, in one instance, a student mistakenly placed "unless" at the beginning of a sentence instead of using "wherever" between two clauses.

Addition errors occur when unnecessary items are included in a sentence, contrasting with omission errors These mistakes often involve the inclusion of subordinate conjunctions that are not required.

Ronald is going to finish his homework, even if it takes him all night

Although he is overweight However, Tony eats a lot of food

Proper sentence construction is essential for clarity For instance, in the example “Ronald is going to finish his homework, even if it takes him all night,” students often mistakenly start with “even if” and use a comma to connect clauses Instead, the correct form is “Ronald is going to finish his homework even if it takes him all night.” Additionally, in the other examples, the conjunctions “but” and “however” are unnecessary, as the sentences can stand without subordinate conjunctions.

“but” and “however” the sentence has full meaning

Despite having a substantial vocabulary, students often struggle to construct well-developed sentences in their writing.

Conclusion,from one hundred sixty students do questionare in using subordinate conjunction, and four exercise mentioned above.The writer found the common subordinator errors in this table as below:

Number Type of errors Frequency Percentage

Table 4.5 Data of common subordinator error.

Discussion

This study analyzes the errors made by learners in using subordinating conjunctions during writing classes among first-semester sophomores at the Industrial University of Ho Chi Minh City The findings of this research will be discussed in detail.

The findings of this study align with Faja Kurniawan's (2019) research on errors in subordinate conjunctions in recount texts It was observed that students frequently made errors in their use of subordinators, with addition errors being the most common, followed by misformation, omission, and misordering errors Notably, this research revealed a scarcity of omission errors in the use of subordinators, a contrast to previous studies, as it was conducted through a questionnaire rather than analyzing recount texts directly.

This result matches the result which was conducted by Erick Setiawan(2019) titled “An

Analysis Of Students’ Subordinate Conjunction Errors In Recount Text Writing” Erick

Setiawan's study examines subordinate conjunction errors made by students, revealing that a majority of them committed various types of errors, including misformation, addition, and misordering errors Notably, this research differs from previous studies, as it found that omission errors were rarely made by students.

Students frequently make errors in writing, particularly with subordinate conjunctions, indicating a lack of understanding of their usage Many students remain confused about how to properly incorporate subordinate conjunctions in their writing Additionally, some students construct sentences without using subordinate conjunctions to connect independent and dependent clauses These errors often stem from a misunderstanding of the prepositions of place within sentences.

CONCLUSION

Conclusion

This thesis aims to enhance the writing skills of sophomores majoring in English at the Industrial University of Ho Chi Minh City by identifying errors related to subordinating conjunctions in their written English It seeks to provide solutions to help students reduce these errors Data was collected from first-year English students at IUH through a questionnaire.

The research question, “What are some subordinating conjunction errors made by second-year English-major students at IUH?” was addressed through data analysis, which revealed that these students frequently made errors in using subordinating conjunctions A total of 802 errors were identified, with misformation being the most prevalent at 536 instances (63.2%), followed by addition errors at 219 (25.8%) and misordering errors at 93 (11%) The findings indicate that students struggle with the correct usage of subordinating conjunctions, reflecting a lack of knowledge and confusion regarding their application in writing This suggests a significant gap in the students' understanding of subordinate conjunctions.

To address the second research question, "What are some solutions for students to minimize these errors?", the researcher offers several recommendations based on the error analysis of subordinating conjunction usage in the writing of second-year English major students at IUH.

Students often struggle with subordinating conjunctions, which highlights the need for teachers to implement remedial instruction for second-year English majors at IUH Understanding the significance of subordinating conjunctions is crucial for effective writing, as incorrect usage can disrupt the meaning, unity, and coherence of a text.

Students need to build confidence in using subordinating conjunctions, as errors are common during their learning process Teachers are encouraged to provide detailed explanations and reference materials on this topic Additionally, it is essential for educators to address the various types of errors associated with subordinating conjunctions and to offer examples that highlight their similarities and differences Finally, teachers should carefully consider the timing and methods of correcting these errors to enhance student understanding.

Correcting all errors in students' writing can be counterproductive, as noted by Hendrickson (1984) and other studies Excessive red pen corrections can lead to student disappointment and a loss of interest in writing Teachers often spend significant time identifying errors, making it crucial to balance correction with encouragement Providing both positive and negative feedback helps maintain students' self-esteem and motivation Various error correction strategies, such as self-correction, pair-correction, and teacher-student correction, each offer unique benefits Self-correction fosters independent learning, pair-correction encourages collaboration, and teacher-student correction deepens understanding of mistakes To enhance writing skills, teachers should recognize students' abilities and challenges, offering more practice opportunities both in and out of class Encouraging students to engage with additional resources, such as extensive reading and exercises, can further improve their skills Implementing these strategies is expected to enhance the teaching of English subordinating conjunctions at IUH.

In conclusion, the study highlights the significance of enhancing the teaching effectiveness of subordinating conjunctions for students It is hoped that this research will assist both teachers and students in reducing errors related to subordinating conjunctions and, ultimately, in improving overall writing skills.

Limitations

This investigation into subordinating conjunction errors among IUH sophomore English major students yielded promising insights aimed at reducing errors and enhancing writing skills However, the study faced limitations due to the author's expertise, research skills, and time constraints Conducted during the Covid-19 pandemic, the research included only 160 participants out of over 300 sophomores, which may not accurately represent the broader student population A larger sample size would have increased the reliability and generalizability of the findings Additionally, the study's scope was limited, focusing solely on subordinating conjunction errors without addressing other potential areas of error.

A thorough analysis of the factors contributing to students' performance at the Industrial University of Ho Chi Minh City has yet to be conducted Furthermore, certain ambiguous aspects of the study were not evaluated by a native English speaker, raising concerns about the reliability of the error analysis It is hoped that these limitations will be acknowledged.

Data on results of question one

Chart 4.1 illustrates the results for Question One, revealing a significantly higher number of correct answers compared to incorrect ones This clear disparity highlights the effectiveness of the responses, with the majority of participants answering correctly.

The term "when" has the highest frequency of incorrect answers, while "since" also ranks high in incorrect responses In contrast, "while" and "until" show the lowest number of incorrect answers, with only three mistakes recorded.

Question two The people were listening eagerly _ the leader was speaking.

Data on results of question two

According to the data presented in Chart 4.2, the researcher found that the phrase "as soon as" had the highest number of incorrect answers, totaling eighteen In contrast, the subordinating conjunctions "till" and "until" recorded the lowest number of incorrect answers, with each receiving three incorrect responses from students.

160 while as soon as till until

Question three You can borrow my car _ you agree to be very careful with it.

Data on results of question three

Chart 4.3 reveals that the overall number of incorrect answers among students is slightly higher than the correct ones, primarily due to question three, which posed significant challenges, resulting in one hundred and two incorrect responses The phrase "as soon as" garnered the highest number of correct answers, while "whenever" had the most incorrect responses Additionally, "until" was associated with fewer incorrect answers, and "since" emerged as the subordinating conjunction that students found least problematic in question three.

70 as soon as until whenever since

Question four _ he can save a lot of money by taking the bus, Russ still drives his car to the city every day.

Data on results of question four

The analysis reveals that students provided more correct answers than incorrect ones overall The conjunction "even though" had the highest number of correct responses, while "after" recorded the second lowest rate of incorrect answers Additionally, the subordinating conjunctions "as though" and "before" showed an equal rate of incorrect answers among students.

140 as though even though before after

Question five Take the cake out of the oven the timer goes off.

Data on results of question five

The data indicates that the term "if" has the highest number of incorrect answers, totaling thirty-six, while "since" follows with twenty-four incorrect responses In contrast, "although" has the fewest incorrect answers, with only eight recorded.

The multiple-choice test was designed to help students practice using subordinators in context, and the results showed a satisfactory performance, with 519 correct answers out of 800, representing 64.9% In contrast, 281 answers were incorrect, making up 35.1% Notably, the percentage of correct answers exceeded that of incorrect ones According to the data, "while" emerged as the most frequently used subordinating conjunction at 8.54%, while "as soon as" accounted for the highest error rate at 36.2% of total mistakes This suggests that although students have a substantial vocabulary, they struggle to construct well-developed sentences in their writing.