Common errors in writing essay of english majored students at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS COMMON ERRORS IN WRITING ESSAY OF ENGLISH-MAJORED STUDENTS AT VIETNAM NATIONAL UNIVERS

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS

COMMON ERRORS IN WRITING ESSAY OF

ENGLISH-MAJORED STUDENTS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE NHỮNG LỖI THƯỜNG GẶP KHI VIẾT BÀI LUẬN CỦA SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH

TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student : Than Thi Hoan Student code : 621242

Major : English Linguistics Supervisor : Tran Thi Tuyet Mai, M.A

Hanoi – 2021

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS

COMMON ERRORS IN WRITING ESSAY OF

ENGLISH-MAJORED STUDENTS AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE NHỮNG LỖI THƯỜNG GẶP KHI VIẾT BÀI LUẬN CỦA SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH

TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student : Than Thi Hoan Student code : 621242

Major : English Linguistics Supervisor : Tran Thi Tuyet Mai, M.A

Hanoi – 2021

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled “Common errors in writing essay of English-majored students at Vietnam National University of Agriculture” submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person‟s work has been used without due acknowledgement in the text of the thesis

Hanoi 2021

Than Thi Hoan

Approved by SUPPERVISOR (Signature and full name) Date………

ABSTRACT

Writing is a very important skill in teaching and learning English especially academic essays writing However, the second- year English major at Vietnam National University of Agriculture still encounter a lot of many difficulties in academic essay writing In order to have an overview onto this problem, I decided to do a research on “Common errors in writing essay of the English- majored students at VNUA.” In this study, basing on the score of writing subject 3, the researcher selected 80 students with scores from 4 to 7 to surveyand 2 teachers, information was collected and analyzed The result gained from the analysis of students‟ questionnaire has revealed five common errors made by second year English major and five actual causes to these categories of errors Suggested solutions on how to deal with students” errors are also proposed

ACKNOWLEDGEMENT

Firstly, I would like to express my gratitude towards teachers at Faculty of Education and Foreign Languages -Vietnam National University of Agriculture Especially, I would like to express my deepest thanks to my supervisor Ms.Tran Thi Tuyet Mai who has enthusiastically helped and encouraged me during the period of writing this research paper Without her experienced guidance, valuable comments and tireless help, I cannot complete the study on time

My warmest thanks also to second - year English major at Faculty of Education and Foreign Languages, who helped me collect the data If it had not been their support, this research would not have been accomplished

Finally, gratitude is given to my family and friends who encouraged and supported me throughout conducting this paper process If hadn‟t been for their help, my study couldn‟t have been successfully completed

TABLE OF CONTENT

CERTIFICATE OF ORIGINALITY i

ABSTRACT ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENT iv

LIST OF TABLES AND FIGURES vii

LIST OF ABBREVIATIONS viii

PART 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and objectives of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Significance of the study 3

1.6 Design of the study 3

PART 2: DEVELOPMENT 5

Chapter 1: LITERATURE REVIEW 5

1.1 Review of the previous studies 5

1.1.1 In the world……… ……… 5

1.1.2 In Vietnam 7

1.2 Review of theoretical background 7

1.2.1 Definition of errors 7

1.2.2 Classification of written errors 8

1.2.3 Causes of written errors 10

1.3 Summary 13

Chapter 2: METHODOLOGY 14

2.1 Research governing principles 14

2.1.1 Research question(s) 14

2.1.2 Principles/ criteria for data collection and data analysis………14

2.2 Research methods 14

2.2.1 Research methodology 14

2.2.2 Research setting/context 14

2.2.3 Data collection 15

2.3 Summary 15

Chapter 3: FINDINGS AND DISCUSSION 16

3.1 General information 16

Participants 16

How often do you write essay? 17

Do you use proofreading software when writing? 18

3.2 FINDING AND DISCUSSION 1 19

3.2.1: Grammar errors 20

3.2.2 Errors related to general items 21

3.2.3 Lexical item 23

3.2.4 Mechanic errors 25

3.2.5: Sematic errors 26

3.3 FINDING AND DISCUSSION 2 28

3.3.1 Mother tongue interference 30

3.3.2 Overgeneralization 32

3.3.3 Ignorance of rule restrictions: 32

3.3.4 Incomplete application of rules 33

3.3.5 False concepts hypothesized 33

3.4 Summary 34

PART 3: CONCLUSION 34

1 Recapitulation 35

2 Concluding remarks 36

3 Limitation of the current research: 36

4 Recommendations future research and solutions 36

4.1 Recommendations future research 36

4.2: Solutions 37

4.2.1 Peer-correction 37

4.2.2 Teacher correction 38

REFERENCES 39

APPENDIX (If any) 41

LIST OF TABLES AND FIGURES

LIST OF TABLE

Table 1: Written errors of second- year students at VNUA as synthesized

from teachers‟ questionnaire 19

Table2: Typical examples of spelling errors are provided by the teacher 22

Table 3: Typical examples of lexical items 24

Table 4: Examples of common mechanics errors 26

Table 5: Teachers‟ rating the significance of causes to students common written errors 28

LIST OF FIGURE Figure 1: Participant 16

Figure 2: How often do you write essay 17

Figure 3: Use proofreading software when writing 18

Figure5:Grammar errorsGrammatical errors obtained from survey questions for students……… 21

Figure 6: Written errors belonging to general items 22

Figure 7: Lexical items 23

Figure 8: Mechanic errors 25

Figures 9: Semantic errors 26

Figure 10 : The popularity of each kind of causes to students‟ common written errors 29

LIST OF ABBREVIATIONS

Abbreviations English Meaning

EFL English as a Foreign Language VNUA Vietnam National University

of Agriculture

PART 1: INTRODUCTION

1.1 Rationale

English is an international language, it is known as the international language used in many fields such as: Business, Airline, Fashion, Finance, Science-Technology, Medicine, Politics, Arts, Tourism, and Economics

In Vietnam, together with the process of integration and development English is considered as the golden key to access to the world‟s civilization It helps to connect people all over the world by using one language, to express their ideas

Writing is one of the main language skills It plays a major role in expressing one‟s ideas, thoughts, opinions, and attitudes Writing essay in English is regarded as an important skill for anyone to organize the reality of the world and express their feelings and thoughts to others in an English-speaking social setting, both formally and informally Writing is a productive skill that foreign and second language students need to learn in order to increase their ability in understanding the linguistic knowledge and their communication skill with other people

Writing is used as a basic learning skill and requires a challenge process and continuous practice The second-year English major students at Vietnam National University of Agriculture have experienced many writing tasks such as topic based essay writing, a letter, an email, a correspondence letter, etc However, many second-year English - major students actually make many errors that urge me to choose “Common errors in essay writing” study to research

The study attempts to examine errors in essay writing of students in topic sentences, supporting sentences, and concluding sentences of the second-year English- major students at VNUA

Thus, the researcher would like to conduct: “A study on Common Errors

in essay writing of the second-year English- major students at VNUA.” to have a closer look into this field

1.2 Aims and objectives of the study

First and foremost, this study is to investigate further into the types of writing errors made by second–year English major, find out causes of these errors and basing on the findings elicited from the research, suggestions as well

as recommendations would be proposed so that they can serve as practical implications for teachers along with afterward studies Offering solutions to help English major students in particular and non-English major students improve their writing skills

Researching about common errors in writing essay is part of the investigation of the process of language learning It provides us with a picture of the linguistic development of a learner and may give us indications as to the learning process

1.4 Scope of the study

Due to the limited scope and time, it is confined to finding out the students‟ errors in essay writing of the second-year English- major students at VNUA

Besides, on account of the deadline for submission of this research paper and quarantine due to Covid-19 the researcher cannot involve the investigation

of sophomore‟s writing samples expanding for the period of their second year Instead, the researcher would like to focus on errors are collected through survey

questions for students and teachers who are teaching writing skills in the 2nd semester Participants are 80 students English language major and 2 teachers in Faculty of Education and Foreign Languages of the academic year in 2021 The time to conduct research is during the second-term of the academic year in 2021

1.5 Significance of the study

Generally, the research paper has pinpointed two main findings, namely the common written errors made by English- majored students (K64) at VNUA and the reason for these errors

Research helps students detect errors and have the best way to improve their essay writing For teachers, this research helps them promote their strengths, improve their weaknesses in the teaching process, and develop special teaching methods when teaching essay writing so that students have better writing skills

1.6 Design of the study

Apart from the acknowledgement, the abstract, reference and appendices, this study consists of three main parts:

PART 1: INTRODUCTION presents the rationale of the study, aim and objectives of the study, research questions, the scope and the significance of the study

PART 2: DEVELOPMENT is composed of 3 chapters:

Chapter1: - LITERATURE REVIEW- provides theoretical background for the study including

Chapter 2: - METHODOLOGY - describes the methodology used in the research including the research methods, research setting/ context, data collection, and data analysis

Chapter 3: FINDINGS AND DISCUSSIONS – reports and discusses the findings of the study

PART 3: CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and makes some recommendations to help the students improve their writing skills

PART 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW

1.1 Review of the previous studies

1.1.1 In the world

Salebi (2004) investigated Saudi college students‟ perception of their errors in written English The participants of the study were 32 Saudi females aged 22–24 years old who were in the fourth level at the Department of Foreign Languages at King Faisal University They had attended an error analysis course where they were taught how to identify, classify, and describe errors in English committed by second-language learners The research used two instruments: a test and students‟ comments on their errors The results of this study revealed that the percentage of subject-verb agreement was 44.03% Also, it showed that the percentage of errors caused during translation from Arabic was 18.75% Further, it showed that the main reason for errors was the difficulty of the target language, which resulted in generalization of rules In the first composition, 31, 58% (omission = 5 times and misinformation = 21 times) in the second composition, and 40, 62% (omission = 3 and misinformation = 16 times) in the third composition

Brown‟s (1994) study identified different errors produced by Chinese speaking EFL students This study presented different errors due to the interlingual and intralingual transfer could cause errors on English learning

Mandarin-In Hong Kong, Chan (2004) studied 710 Hong Kong Chinese ESL students There are 5 types of error found This study found out that students used the syntactic transfer from Chinese to English Therefore, it caused the run-

on sentence and incomplete ideas

Specially, some studies were conducted in the same context like this study Huang (2001) investigated the nature of distribution of different grammatical errors made by 46 English majors of a Taiwanese university This study found the top six common errors were: verb, noun, spelling, article, preposition and word choice These errors were due to overgeneralization, ignorance of rule restrictions, simplification, incomplete application of rules and L1 negative transfer Huang (2006) analyzed 34 Taiwanese English majors‟ writing errors based on a web-based writing program This study found that 55% errors are on the usage Namely, subject-verb is the main area EFL students need

to study Huang‟s study (2006) also found the errors on mechanics, style, and grammar, and these errors are transferred from the EFL students‟ L1 Among these previous studies, there was no agreement found in these studies; therefore, this study will continue to explore errors on EFL learners in Taiwan

In the EFL context, Alhaysony (2012) examined written samples of 100 first-year female Arabic-speaking EFL students in the University of Ha‟il The findings showed that students made a considerable number of errors in their use

of articles, especially, the omission errors This study had a mixed finding because these errors included interlingual and intralingual transfer

Zawaherh (2012) investigated the writing errors committed by tenth-grade students who were studying at Ajloun governorate schools-Jordan The sample

of the study consisted of 350 students selected randomly from a group of schools in Ajloun They were asked to write an essay about “a journey to the ancient city of Jerash in Jordan” in an ordinary English-language exercise in the class The results of the study showed that the most dominant error among tenth-grade students in Ajloun schools was lack of agreement between the subject and the main verb Also, the results of the study suggested that the cause of students‟ writing errors might be attributed to Arabic interference

1.1.2 In Vietnam

Dao (2007) wrote a theoretical thesis on Vietnamese interference errors

He divided interference errors into three categories: morphological, semantic and syntactic He classified prepositional errors as “the largest group in semantic category” According to him, although generally Vietnamese and English prepositions are equivalent, in some cases there are differences For example,

“in”, “not”, “under” should be used with “the rain” Dao concluded that because

of the gap between “conception of space and time” tin two languages, the errors

in using preposition occurred

Phap Dam Ph.D (2015) states that Language educators distinguish two types

of errors found in the inter-languages of language leaner: developmental and

interference While developmental errors reflect a normal pattern of development

common among all language learners, interference errors are caused by the learners‟

Some scholars are in favor of definition errors basing on their degree of frequency: Cunning worth (1987, p.87) sees errors as “systematic deviation from the norms of the language being learned” This can be interpreted as the repeat violation against the rules and the standards of the language being learned, excluded from the language that has not been learned Nevertheless, the definition itself is problematic, for the concept “learned” is just relative Students may not learn the language in class but they may have learned it somewhere outside the class It is also probable that students learned the

language but they may have forgotten it Thus, it would be difficult for language teachers to decide whether students have or have not learned the language

Corder (1967) regards “errors” as the “systematic and regular deviant form ò language produced by the second language learned at competence level due to linguistic reason.” Accordingly, second language learned repeatedly produce deviant forms of language because of their deficient competence of selective items of the target language but not because of their carelessness ỏ lack

of attention, ect

On the other hand, other scholars identify the term “errors” with regard to students‟ inability to correct these errors by themselves Edge (1997, p.18) defines “error” in a simple way as followed “If a student cannot self-correct in a mistake in his or her own English, but the teacher thinks that the class is familiar with the correct form, we shall call that sort of mistake an error.” Edge‟s definition has one trait in common with that of Cunning; that is, certain parts of the language being learned are problematic to students Thus, they make errors unconsciously, which accounts for their incapacity to self-correct

Lemon (1991) in “Errors and correction” gives the following definition of error as “a linguistic form on combination which in the same context and under similar conditions of production world, in all likelihood, can be produced by the speaker‟s native speaker counter parts.”

1.2.2 Classification of written errors

According to Richard and Schmidt (2002), language errors can be classified into three main parts: inter- lingual and intra- lingual errors and developmental errors

language” Inter- lingual errors can be detected as transfer errors caused by learning‟s mother tongue merits such as lexical errors, grammatical errors, or pragmatic errors To put it in another way, learners have “carried the habits of his mother tongue into the second language” they are striving to acquire (Corder (1971) Thus, this type of errors is very diverse in form and expression as English second language learners from different cultures and settings will make various errors of this kind For examples, learners of different cultures have different modes paragraph patterns As a result, there is likelihood that they will transfer their mother tongue paragraph pattern into their target language one

Brown (1980) points out that inter-lingual is a common phenomenon among English second language learners during their early stages learning a second language, before the system that learner language familiar, the first language is only linguistic system that learner can rely on With the two languages have the same corresponding features, there would be a positive transfer from the first language to the second language On the other hand, if they do not correspond to each other, it would be likely that a negative transfer will occur This is a very source for errors to occur

1.2.2.2 Intra- lingual errors

The second category of written errors fall intra-lingual errors This category of errors is defined by Richards (1970) as those “that reflect the general characteristics of rules learning, such as faulty generalization, incomplete application of rules and failure to learn conditions for rule application” According to Richards, originates from the complex structure of English and misconceptions about grammatical rules due to inadequate learning, wrongly teaching or lack of contrast between both languages Intra- lingual errors can be attributed to the ignorance of rule restrictions, imperfect implementation of rules and false concepts assumed which all lead to overgeneralization

In short, this category of errors deals much with errors related to students‟ grammatical and lexical errors at higher competence rather than the first sub-type of errors

1.2.2.3 Development errors

Richards (1970) gives the definition for the definition for developmental errors “error…which does not derive from transfer from another language They deflect the learner‟s competence at a particular stage and illustrate so the general characteristics of language acquisition.” They are caused result of learner‟s attempts to “build up hypothesis about the English from their limited experience

of it in the classroom or textbook.” In other words, developmental errors are similar to the errors made by children learning the language as their first language Developmental errors are assumed to be a natural product of a gradually ability to develop in the new language The development errors majority of errors are presented by second language learners Examples of developmental errors are the misuse of third person –s (Mary work hard), the – ed morpheme (he teached us last month), of negation (she not like it) and of interrogatives (I wonder what is he doing)

All in all, there is no clear-cut distinction between the three types of errors presented As for the same error, it can be classified as inter-lingual errors for this student but intra-lingual errors for another and developmental errors for the others This classification is varied with regard to different learners; thus, it is important for teachers well understand his/her students to work out which kinds

of errors learners are conducting to provide necessary correction

1.2.3 Causes of written errors

1.2.3.1 Mother tongue interference

Mother tongue interference is one of the major causes leading to learners‟ committing errors Norrish (1987) states that learning a language (a mother tongue or a foreign language) is a matter of habit formation When learner

strives to learn a new habit, the old ones will interference with the new ones In other words, the term “first language interference” best summarizes this phenomenon

Besides, being able to express fully one‟s idea in another language is always a demanding task Thus, when learners‟ second language is not sufficient

in expressing themselves, it is likely that they rely on their first language to express their ideas Edge (1989) is in the line with this thought: “when people do not know how to say something in a foreign language and try to make them fit into the foreign language.”

Moreover, the interference of mother tongue may result from the

complication of the structure of the target language as Abbort argues that

“wherever the structures of the first language and target language differed, there would be problems in learning and difficulty in performance, and that the greater the differences were, the greater the difficulties would be.”

In many traditional classrooms where traditional methods like Grammar Translation method are applied, teacher provides students with a variety of exercises so they can practice grammatical items As a result of the over-practice

of these items, they get mixed up and over-generalize rules In consensus with

this trait, Richards (1970) states that learners create a deviant structure on account

of their limited exposure different structures in the target language Consequently, students automatically apply rules wherein they are not allowed to

1.2.3.3 Ignorance of the rule restrictions

According to Richards (1970), the ignorance of rule restrictions refers to

“the application of rules to context they do not” The scholar also mentions that learners commit this type of errors due to their faulty analogy and the rote teaching Out of the two causes, the formers may be said to be a major cause to errors of this category For example, because of their limited exposure to target language, learners once encountering the preposition concerning with one type

of verb, will attempt to apply the same prepositions with verbs that they detect similarities thanks to the analogy To be specific, learners would probably use

“about” for the verb “discuss” as they see that a large number of verbal like

“tell, talk, speak” all go with this preposition

However, this is not the rule to be applied in this case Rote teaching also plays a role in learner‟s ignorance of restrictions Such drilling exercises as below make students assume that the distribution of the verb “make” should be

“make somebody to do something” because they have practiced using a “to-verb infinitive” after “allow, enable, permit” For examples:

“The conference will enable greater international cooperation

The director doesn't allow/permit him to use the telephone.”

1.2.3.4 Incomplete application of rules

As defined by Richards, second language learners‟ incomplete application

of rules means “the occurrence of structures whose deviancy represents the degree of development of the rules required to produce acceptable utterances.” For examples, although students have been excessively taught the form of a proper question, they still use the statement form instead of the question form or add the question words at the beginning of the sentence, assuming that students

have transferred the statement into a question In fact, they have not For instance, such questions as below may be produced by second language learners:

“What you often do in the evening?”, “She speaks Chinese?”

1.2.3.5 False concepts hypothesized

According Richards (1970), the errors resulting from concepts hypothesized involve those that are attributed to the faulty comprehension of distinction in the target language Richards states that the two main grounds leading to this are excessive contrastive-based teaching and pre-mature contrastive presentation Concentration of the different traits between the two languages may not work because these different features may not be the language items that are most often needed

1.3 Summary

English learners‟ errors should be analyzed carefully because these errors show the process of learning a language Error analyses studied have been conducted in the English as a second or foreign language context These studies are important to be conducted because students‟ errors always can provide knowledge how the language is learned, and it provided the information to teacher to revise their lessons Researcher follows the theory of Richard and Schmidt The reason that the researcher chooses this theory is its overview common errors that Vietnamese students encountered

Chapter 2: METHODOLOGY

2.1 Research governing principles

2.1.1 Research question(s)

This study is accomplished to tackle the following questions:

1 What are the common written errors committed by the English- majored students at Vietnam National University of Agriculture?

2 What are the causes of common errors made by the English- majored students at Vietnam National University of Agriculture?

2.1.2 Principles/ criteria for data collection and data analysis

The data collected is quantitative data that is digitized for analysis Based

on the score of the writing subject 3, the researcher selected 80 second-year English major students with a score of 3 in the writing module from 4 to 7 points

to participate in the survey and 2 teachers The answers were filled in by 100%

of the students and teachers on the questionnaire, so the reliability is very high The received data will be processed through Microsoft Excel for selection and detection Besides, the analysis by Microsoft Excel will make it easier and more convenient to represent and analyze factors

2.2 Research methods

2.2.1 Research methodology

- This is a quantitative research By using the student analysis of questionnaires I found out the information of students‟ background, their difficulties, and their evaluation of effectiveness The researcher also found out what mistakes students often make in writing essays

2.2.2 Research setting/context

Common errors in writing essay of second – year English-majored students

at Vietnam National University of Agriculture

2.2.3 Data collection

2.2.3.1 Data collecting instruments

In order to conduct this study, the researcher has employed data collection instruments namely survey questionnaire

2.2.3.2 Survey questionnaire

As stated in the previous chapter, the first research question “What are the common written errors committed by second-year English-major students at VNUA?” was answered by the interpretation of the quantitative data gained from 80 students and 2 teachers

With a view addressing the second research question “What are the causes

to common written errors made by English- major students at VNUA?”

2.3 Summary

This study was designed to answer two main issues: common errors in writing essay and main causes there by suggesting some solutions It is hypothesized that the student's learning time devoted to this skill will affect the frequency of difficulties encountered by students, thereby giving the influencing factors The study participants included 80 random students studying for the writing 4 at VNUA The researcher uses quantitative methods, specifically using

a questionnaire to survey a large area and using inductive & deductive combined methods to conclude The main research method is to use a questionnaire, after collecting data Microsoft Excel will be used for descriptive statistics, reliability testing and rewrite the analyzed data in tabular form

Chapter 3: FINDINGS AND DISCUSSION

Overview

This chapter serves as a represented of data collected during research procedure Student responses are collected and analyzed, then presented in tables, charts and finally discussed Accordingly, the interpretation of these data

is also offered to address the two research questions

1 What are the common written errors committed by the English- majored students at Vietnam National University of Agriculture?

2 What are the causes of common errors made by the English- majored students at Vietnam National University of Agriculture?

3.1 General information (please see Appendix 2 _ survey questions for

students)

Participants

Figure 1: Participant

From the pie chart, it can be seen that there is no difference in the number

of the survey participants among classes The number of student participants in the survey is 16 peoples each class (accounting for 20%) This equal number will prevent the questionnaire from being too participant-biased

The other participants in the research paper are 2 teachers Because of their job features, they have frequent contacts with students The results gained from the questionnaire would serve as assisting tool to support researcher analysis students‟ common essay written errors The participation of 80 students and teachers made the research highly authentic and reliable

Frequency of student essay writing per week

Figure 2: Frequency of student essay writing per week

The table above provides information on how often and how many students write essays in a week There is a clear difference in the frequency of essay writing The number of students who never write 1-2 times a week is 33 students Many students never write essays 10 times a week (45 students) The number of students who hardly write essays 3-4 times a week is 39 and the number that follows is 15 students who write regularly

The number of students who write essays usually 6-7 times a week is 38, regularly writes 35 students and sometimes 28 Students often write 8-10 times a week appears with 35 students and 28 students write occasionally

Do you use proofreading software when writing?

Figure 3: Use proofreading software when writing

From the information collected through survey questions, students use some software to check errors as follows:

Free grammar check at GrammarBase.com Free Online Grammar Check, Spelling and More | PaperRater

Wordly Hemingway app.com Vitual writing tutor Students learned to take advantage of software to assist with error correction The number of students using error checking software is 35 people,