INTRODUCTION
Rationale
In recent years, the importance of learning English has gained significant attention among various groups, including young people, parents, educators, students, and children They recognize that developing writing skills in English is crucial for personal and professional growth.
Tay Do University offers various activities aimed at enhancing the English writing skills of English-majored freshmen With the growing demand for proficient English skills in both academic and professional settings, practicing writing is a key focus at the university, ensuring students are well-prepared for their future careers.
English-majored freshmen recognize the significance of mastering writing skills, including word choice and grammar, which contribute to their gradual improvement However, they often encounter challenges and make common mistakes while practicing paragraph writing This paper aims to discuss the frequent errors faced by university students, particularly those at Tay, during their journey to learn English paragraph writing.
Research indicates that freshmen majoring in English at Tay Do University commonly make various writing errors These include mistakes related to singular and plural forms, word choice, subject-verb agreement, sentence structure, word order, article usage, word types, typos, verb forms, capitalization, omitted words, prepositions, and punctuation.
For this reason, I choose to do research on the topic “A study on common errors in writing paragraphs of English- majored freshmen at Tay Do University”
This research aims to provide valuable linguistic insights for teachers and students at Tay Do University, specifically focusing on enhancing English writing skills The findings are intended to assist individuals in improving their ability to write effective English paragraphs.
The significance of study
English is a crucial subject for university students, with listening, speaking, reading, and writing skills being essential for learners Among these, writing is often the most challenging and requires continuous practice To enhance their writing skills, students must recognize and correct common mistakes they make during the writing process This paper aims to help students identify these frequent errors, ultimately leading to improved writing proficiency.
This study aids freshmen at Tay Do University in recognizing challenges in paragraph writing, while also enabling teachers to identify common mistakes and provide targeted guidance Additionally, this research paper serves as a valuable reference for more advanced courses.
The organization of study
Chapter 3: Research aims – Research question – Hypothesis
LITERATURE REVIEW
Definition of writing
There are various opinions of writing given by different researchers Each one has their own idea about writing
Tribble (1996, p.3) considers writing as a language skill involving not just a graphic representation of speech, but the development and presentation of thought in a structured way
Byrne (1988, p.1) defines writing as the creation of graphic symbols, including letters and their combinations It involves encoding a specific message or idea through a structured sequence of sentences.
Sokolik (2003, p.88) defines writing as both a physical and mental act, emphasizing that it involves committing words and ideas while thoughtfully organizing them into coherent statements and paragraphs She views writing as both a process and a product, aimed at expressing thoughts and impressing readers Writers must generate, organize, draft, edit, and review their work to create a finished product, whether it be a paragraph, essay, or report, ultimately striving to convey their ideas and emotions effectively to engage their audience.
Writing encompasses various essential elements, as outlined by Roger G D Phillips and S Walters (1995, p 113) These elements include handwriting, spelling, punctuation, sentence construction, text organization and paragraphing, text cohesion, and style Writers must thoughtfully consider each of these aspects to produce effective written communication.
According to White and Arndt (1991), writing is fundamentally a problem-solving process that encompasses the generation and exploration of ideas, strategic planning, goal setting, and ongoing evaluation This process involves determining the content to be written and identifying effective ways to articulate the intended meaning.
Writing is a process that entails generating and organizing ideas into coherent sentences, while also refining them for specific purposes To excel in writing, one must possess a strong grasp of grammar rules, a rich vocabulary, and the ability to create logical connections between thoughts.
The importance of writing skill
Writing is crucial as it allows individuals to express their personality, enhances communication, and develops critical thinking skills It enables the formulation of logical and persuasive arguments, offers opportunities for self-reflection, and facilitates the exchange of feedback Additionally, writing serves as an important preparation tool for both academic and professional environments.
Writing is crucial in higher education and the workplace, as highlighted by As Way (2010) Students must develop strong writing skills to effectively communicate with professors, employers, and peers Professional communication encompasses various written forms, including proposals, memos, reports, applications, and emails, which are integral to a college student's daily life Additionally, writing plays a unique role in language education, as it involves the practice and integration of listening, reading, and speaking skills, along with the mastery of metacognitive skills.
Effective writing requires learners to establish clear objectives, plan meticulously, and consider the layout and logical structure of their work Throughout the writing process, they must employ cognitive skills to analyze and synthesize their sources into a cohesive piece To engage students in writing, it is beneficial to allow them the freedom to express their creativity early in their learning journey Creative writing significantly contributes to the enhancement of writing skills.
Maley (2009) highlights several key benefits of writing, including its role in enhancing language development across various levels such as grammar, vocabulary, phonology, and discourse Writing encourages learners to engage with language in creative and challenging ways, allowing them to convey their unique perspectives It promotes a playful interaction with language, tapping into the right hemisphere of the brain, which emphasizes emotions, physical sensations, intuition, and musicality Additionally, writing provides opportunities for learners who may struggle in traditional formal instruction settings, allowing them to express themselves more freely.
Difficulties in writing skill
Writing offers numerous benefits, yet many learners feel overwhelmed when faced with writing assignments At the outset, some struggle to initiate their writing process This article explores the reasons behind the challenges learners encounter in writing.
Perception of Difficulties in Writing
Students often dislike writing due to insufficient preparation, leading to feelings of insecurity and frustration Many perceive essay writing as having "no answers," as while there may be answer keys, the grading is ultimately subjective and depends on the teacher's evaluation This uncertainty can foster a fear of failure, contributing to their aversion Contrary to common misconceptions, effective writing does not require an extensive vocabulary or excessive time investment.
Perceived difficulties in writing can arise from issues related to punctuation, language use, and writing skills, as noted by Petersen (2015) Punctuation challenges encompass the correct use of full stops, question marks, exclamation marks, commas, colons, and semi-colons Language use difficulties involve selecting the appropriate type and style of language, utilizing synonyms and antonyms, managing tense, and arranging word order Additionally, writing skill problems include spelling errors, difficulties in summarizing and paraphrasing, and issues with in-text citations.
Learners' attitudes toward classroom learning are influenced by factors such as teachers' language proficiency, teaching methods, and the medium of instruction Solagha (2013) notes that a lack of interest in the subject can significantly impact students' engagement and overall learning experience.
Definition of a paragraph
There are various definitions of a paragraph but in general a paragraph can be understood including topic sentence and supporting sentences (if necessary) to make the main idea clearer
A paragraph is defined as a section of writing that typically includes multiple sentences focused on a single topic, with the first sentence beginning on a new line (Oxford Advanced Genie, 2002).
Alice & H Ann (1996, p.2) define a paragraph as the fundamental unit of organization in writing, consisting of a group of related sentences that collectively express a single main idea A paragraph can vary in length, ranging from a single sentence to ten sentences, with the focus being on the clarity of the main idea rather than the number of sentences.
A paragraph consists of a group of sentences that develop a single idea, as noted by Feist (1996, p.6) Writing in paragraphs helps clarify the organization of ideas for readers Viewing paragraph writing as a step-by-step process can alleviate confusion, with the initial step involving the gathering of ideas and facts.
Definition of paragraph writing
Paragraphs are essential units of composition that significantly contribute to language learning Various researchers have defined paragraphs from different perspectives Al-Hamash and Younis (1985) describe a paragraph as a collection of sentences focused on a single idea Similarly, Oshima and Hague (1999) emphasize that a paragraph serves as a fundamental organizational unit.
A paragraph is a coherent group of sentences that develop a single main idea, which can range from one to ten sentences in length According to Langan (2000, p.5), a well-structured paragraph typically consists of about 150-200 words, beginning with a topic sentence that presents the main point, followed by supporting sentences In academic writing, effective paragraphs include three key components: the topic sentence, body sentences, and a concluding sentence This structure is applicable across various types of writing, including narration, description, comparison, contrast, and analysis Ultimately, a well-organized paragraph effectively supports a controlling idea articulated in the topic sentence.
A well-structured paragraph should focus on a specific topic and provide clarity through supporting sentences According to Feist (1996, p.23), these supporting sentences encompass ideas that relate directly to the topic Thus, organizing these sentences in an effective sequence is crucial for enhancing comprehension.
Definition of error
Error is the state or condition of being wrong in conduct or judgement (www.oxforddictionaries.com)
Error, as defined by Merriam Webster, refers to the deviation from a standard or specification, often involving unintentional inaccuracies This concept has garnered significant attention from educators, linguists, and syllabus designers, particularly in the context of language learners' writing processes Linguists are especially focused on understanding the reasons behind these errors and their implications for language acquisition and instruction According to Brown (1980), making errors is an inevitable part of the learning journey.
Definition of error in writing
Many previous studies give different definitions of error in writing As Crystal
(1999, p.108) defines, error in writing is the writing of an unacceptable form, created by someone who is learning the language, especially the foreign language
James (2001, p.62) emphasizes that writing errors are linked to the examination of linguistic mistakes, focusing on individuals' gaps in knowledge and their strategies for addressing these deficiencies.
According to AbiSamra (2003), writing errors are a specific type of linguistic mistake commonly made by language learners Ridha (2012, p.26) further describes writing errors as the process of identifying and analyzing deviations from the established rules of language and writing systems utilized by learners.
Identifying and analyzing errors is crucial for learners as it enables them to avoid repeating mistakes Hasyim (2002) emphasizes that recognizing these errors provides valuable insights into common language learning challenges, which can inform the development of teaching aids and instructional materials for future lessons.
Classification of errors
Similarity, there are many studies and arguments about the erros Below are some arguments about the errors and the clasification of errors
Brown (1994) and Connor (1996) categorize language errors into two types: those stemming from mother language interference and those arising from the second language system itself Inter-lingual transfer errors occur when learners' mother language influences their second language acquisition According to Brown (1994), especially in the initial stages of learning a second language, the mother language serves as the primary linguistic reference This results in a transfer effect, both positive and negative, based on the similarities between the two languages Positive transfer occurs when features correspond, while negative transfer leads to interference when they do not (Ho, 1973).
Errors in language learning can be categorized into several types, including vocabulary and grammatical errors, as noted by Richard and Schmidt (2002) Additionally, Ellis (1996) highlights that these errors often arise when learners use irregular structures that deviate from the target language, typically due to a lack of awareness regarding the applicable rules in specific contexts.
Research by Darus & Subramaniam (2006) and Bitchener, Young & Cameron (2005) identifies various common errors in students' English writing skills These include singular and plural errors, issues with word choice, subject-verb agreement, harmony between subjects and sentence components, word order mistakes, article errors, incorrect word types, typos, verb form errors, capitalization mistakes, missing words, preposition errors, and punctuation errors.
The authors identified six prevalent mistakes in learners' writing, including errors related to singular and plural forms, article usage, word order, subject-verb agreement, prepositions, and sentence structure.
In studies conducted by Hengwichitkul (2006) and Runkati (2013), errors were categorized at two levels: sentence-level errors, which include issues with subject-verb agreement, verb tenses, sentence structure, verb expressions, relative clauses, passive constructions, parallel structures, punctuation, and incomplete or overly lengthy sentences; and word-level errors, which encompass mistakes in articles, prepositions, word choice, and noun-number agreement.
Amateur students frequently encounter writing errors, particularly at the sentence level, as identified by Huynh Minh Hien and Trinh Quoc Lap Common mistakes include incorrect word usage, improper sentence structure, unclear expression of ideas, word repetition in short paragraphs, and punctuation errors Additionally, at the word level, students often misuse synonyms, confuse word types, and make spelling mistakes.
Errors are categorized according to their features by Dulay, Burt and Krashen
The classification of errors in language acquisition, as outlined in 1982, includes six distinct categories: the omission of grammatical morphemes, double marking of semantic features, the application of irregular rules, the usage of incorrect word forms, the alternating use of multiple forms, and misordering of elements.
Ellis (1996) also added that imperfect rule implementation occurs when learners fail to develop fully structured, while misconceptions appear when learners misunderstand differences in target language
To understand the errors, it is conluded the classification as follow:
Choosing the right words can often lead to embarrassment for writers, particularly with common confusions like the use of "affect." To prevent such mistakes, learners should consult a dictionary whenever they write.
Error: Today fast food is popularized all over the world
Correction: Today fast food is consumed/enjoyed/sold all over the world
Spelling can be inconsistent, posing challenges even for native speakers While spelling errors typically do not hinder comprehension, they can leave a negative impression on readers.
Students frequently make errors in selecting the appropriate English verb tense to convey their ideas and may misuse it in its correct form Additionally, they often struggle with the proper use of articles (a/the) and may arrange words incorrectly within sentences.
Repetition involves restating something multiple times and can manifest at various levels in writing, including letters, words, phrases, or ideas While repetition can enhance emphasis, it may also result in dullness and negatively impact the overall quality of the text.
The verb does not agree with the subject Subject omission: The subject is missing in the sentence
Error: We was best friends
Correction: We were best friends
It is happen in writting many times
Error: For example: someone has a disease They search for it on Internet Correction: For example, someone has a disease They search for it on the Internet
An incorrect form of the verb has been used
Error: I go to the office yesterday
Correction: I went to the office yesterday
The comparative form is not correct; the students did not use a comparative form where it was required
Error: If I learn a second language, finding a job will become more easy for me
Correction: If I learn a second language, finding a job will become easier for me
The wrong demonstrative adjective was used ( this/that, these/those)
Error: Do you see these books over there?
Correction: Do you see those books over there?
The apostrophe + s (,s or s‟) was misplaced or omitted
Error: My two sister's cars had been stolen
Correction: My two sisters' cars had been stolen
In a series of elements, these are not presented in a parallel form
Error: He enjoys playing football, to swim, and visit his friends
Correction: He enjoys playing game, swimming, and visiting his friends
Prepositions pose a significant challenge for non-native English speakers, as sentences almost always include at least one preposition Kreidler (1966, p.119) highlighted the importance of this word class, noting that "every elementary course in English makes provision for teaching the common prepositions."
Error: The flight will depart in 8:00 am
Correction: The flight will depart at 8:00 am
Two independent clauses that have been run together without an appropriate conjunction and/or mark of punctuation between them
Error: She tried to sneak out of the house her mother saw her leaving
Correction: She tried to sneak out of the house, but her mother saw her leaving
Sentence fragments are incomplete sentences that do not have one independent clause
There are three common types of errors with incomplete sentences:
Example 1: With one dollar can buy a bowl of pho in Vietnam
The Sentence requires both the main words and verbs:
Example 2: After listening to his joke, she laughing out loud
The Sentence requires main clauses:
Example 3: Going out with my friends and feeling happy
Previous studies
A number of studies have been conducted to investigate on common errors in writing paragraphs of English
Zawaherh (2012) conducted a study on writing errors among tenth-grade students in Ajloun governorate schools, Jordan, with a sample of 350 randomly selected students The participants were tasked with writing an essay about "a journey to the ancient city of Jerash in Jordan." The findings revealed that the most prevalent error was the lack of agreement between the subject and the main verb Additionally, the study indicated that these writing errors could be linked to interference from the Arabic language.
Crystal (2016) defines discourse as “a continuous stretch of language larger than a sentence, often constituting a coherent unit” Error offered as an alternative to
Contrastive Analysis, has its value in classroom research Dulay and Burt [25] proposed the three categories of errors: developmental, interference and unique
Simbwa (1987) investigated the causes of syntactic errors in the English essays among Taiwan university students The sample of the study contained 94 males and
In a study conducted in 1985, 14 female students from four randomly selected schools in Kambala, Uganda, were analyzed for common grammatical errors The findings revealed that male students primarily struggled with prepositions, pronouns, and tense, while female students predominantly made errors with prepositions.
Salebi (2004) examined the perceptions of Saudi college students regarding their written English errors after completing an error analysis course This course equipped them with skills to identify, classify, and describe errors typical among second-language learners The findings indicated that most errors occurred during the learning process, highlighting that such mistakes are a natural part of language acquisition and can be avoided with proper understanding.
RESEARCH AIMS – RESEARCH QUESTION - HYPOTHESIS
In this chapter, I introduce the purpose of this research, the question is designed to conduct this research and hypothesis.
Research aims
As English majors at Tay Do University, freshmen often encounter challenges in developing their paragraph writing skills This research aims to identify the common mistakes made by these students in their English writing By analyzing these errors, the study will conduct interviews to gather suggestions for enhancing their writing abilities.
Research Question
The research is conducted to deal with following questions
Which common mistakes have been made by students when writing English paragraphs?
Which suggestions can help them to improve their writing?
Hypothesis
This article hypothesizes that English-majored freshmen at Tay Do University face significant challenges in paragraph writing To address these difficulties, several suggestions are proposed to enhance their writing skills effectively.
RESEARCH METHODOLOGY
Design
This research aims to identify common writing errors encountered by English-majored freshmen in paragraph composition The study's reliability and validity hinge on the chosen instruments English-majored freshmen were selected as the sample for the survey, and data will be gathered through questionnaires and student interviews The analysis of the collected information from these instruments will reveal prevalent errors in paragraph writing.
Participants
In this study, 30 freshmen of Tay Do University majoring in English course
Out of 30 English majors, 14 students were selected, comprising 20 females and 10 males, aged between 19 and 21 With over seven years of English study, these students are native Vietnamese speakers learning English as a foreign language, and they have been focusing on paragraph writing at the university level.
Instrument
To ensure the effectiveness of the survey, both a questionnaire and interviews were utilized to gather participants' insights on common writing mistakes in English paragraphs The questionnaire was chosen for its ability to quickly provide answers regarding the challenges faced by students Additionally, brief interviews with students were conducted to evaluate potential solutions for enhancing their English writing skills.
Questionnaire
Before conducting the survey, the author investigated common writing mistakes made by students, drawing references from scholarly books and previous studies After identifying these errors, a questionnaire consisting of 13 questions was developed to gather insights The survey's structure is organized in a clear table format.
Questions from 1 to 5 Background of participants
Questions from 6 to 9 Importance of writing skills
Questions from 7 to 18 Catergory of common errors in writing.
Interview
The author utilized a pre-existing questionnaire to gather insights from students, focusing on common mistakes in English writing Key questions aimed to elicit advice on improving these errors and to identify the most effective learning methods for the students.
Procedure
Regarding the procedure of this research, I divide the procedure of the work within 12 weeks as follows:
Week 1 – 2 Designing the framework of the research
Week 3 – 5 Designing the questionaire and some questions for the interview
Week 6 – 9 Make the survey by 2 instruments
Collect the information from these 2 instruments
Week 10 – 12 Analyze the data based on the collected information
A study on common errors in paragraph writing among English- majored freshmen at Tay Do University revealed significant challenges faced by students The research identified the most frequent types of errors, which include issues related to tense usage, passive voice, active voice, prepositions, articles, and the misplacement of adjectives and adverbs These findings highlight the specific difficulties encountered in learning to write effectively in English.
The research aims to identify common errors made by students, providing insights into their overall performance By analyzing frequently occurring mistakes, the study clarifies the specific learning difficulties faced by the participants.
Besides, when the researcher interviews the English- majored freshmen at Tay
Students at Do University indicated that their writing issues may stem from the language structures of their first language, Vietnamese They noted that errors in paragraph organization arise from a lack of understanding of paragraph construction, including the formulation of topic sentences, the development of supporting ideas, and the creation of concluding sentences, which ultimately affects coherence During interviews, they proposed solutions to address these errors, suggesting that teachers adopt flexible and effective error correction techniques while paying close attention to students' mistakes Additionally, they emphasized the need for more practical writing tasks to help reduce errors in student writing.
In conclusion, making common writing errors is an inevitable part of the language learning process These errors serve as valuable feedback on the effectiveness of learning techniques and indicate areas where students require additional support Consequently, learners are encouraged to take responsibility for their education by becoming aware of their strategies and engaging in self-evaluation This practice not only enhances their learning but also helps them regulate their language skills effectively.
To sum up, knowledge of error analysis is helpful for language performance
Enhancing writing skills is crucial for students, as it enables them to communicate more effectively By learning to avoid common errors and to organize information logically, students can significantly improve their writing abilities The findings aim to raise awareness of the importance of writing in English, ultimately helping students to develop their skills further.
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253041.html https://www.iasj.net/iasj?func=fulltext&aIdX267
My name is Vo Nguyen Phuong Linh, a senior majoring in English I am conducting research on common writing errors in paragraphs among first-year English majors at Tay Do University I aim to survey these frequent mistakes in paragraph writing and would appreciate your assistance in completing this survey for my research Thank you very much for your support!
1 How long have you studied English? years
2 Which subject did you learn when you were in high school? a Writing b Reading c Listening d Speaking
3 In your opinion, learning English is a Very important b Important c Normal d Not important
4 What do you think about writing? a Very important b Important c Normal d Not important
5 What do you often do to improve your writing skills? a Writing a lot b Doing many kinds of the exercises c Enriching your vocabulary as much as possible d Try to get better understanding of grammar
Common errors are made in writting paragraphs Please read the following questions and mark agreement or disagreement in the appreciate box to make clear your opinion
Disagree Disagree Normal Agree Strongly
6 Do you agree that writing skills is important to future job?
7 Learning writing is not simple for you
8 You can write a good academic paragraph
9 You have faced difficulties in the paragraph writing
10 You cannot write well because you do not have enough vocabulary
11 Repeat words and phrases when writing paragraph is due to insufficient vocabulary
12 You have face word choice for formal or imformal paragraph
13 Spelling is another difficulty that you face in writing
14 You make some grammatical errors such as errors of subject-verb and noun- adjective
15 You are afraid of using collocation in your writing because of their hidden meaning
16 You do not know how to use appropriate tense in your writing
17 Word order makes you confused when you write a sentence
18 The sentences in your writing are disordered and not well- connected