The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.

/pdf/an-analysis-of-errors-in-written-english-sentences-a-case-z75sk5dwpz.pdf

An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students.

Writing is the most difficult skill in English, so most EFL students tend to make errors in writing. In assisting the learners to sucessfully acquire writing skill, the analysis of errors and the understanding of their sources are neccessary. This study attempts to explore the major sources of errors occurred in the writing of EFL students. It also investigates the types of errors and the linguistic level that presents the most errors in their writing. Forty narrative essays composed by Thai university students were collected and analysed. Results showed that the mostly frequent types of errors were translated words from Thai, word choice, verb tense, preposition, and comma. The errors derived from two sources: interlingual and intralingual. Interlingual or native language interference was found to be the dominant source of errors. This study provides pedagogical implications for EFL instructors. Instructors should pay attention to the influence of learners’ native language.

/pdf/understanding-efl-students-errors-in-writing-1azuce1z8r.pdf

Understanding EFL Students' Errors in Writing.

Nowadays, language errors are viewed as indicators of learners’ existing knowledge of the target language. Several studies have thus been conducted on the types and sources of these errors in order to help learners effectively acquire language skills. This is not an exception in Thailand where students’ English writing has been reported to be a chronic problem. However, there has been little research on the ways to help Thai students improve their English writing skills. Adopting the combined peer-teacher feedback model developed by Nguyen (2017, 2018) and employing a survey and a focus group semi-structured interview, this study reports on how this feedback model helped reduce Thai university students’ writing errors and how they responded to each error for the improvement of their writing accuracy. In addition to confirming the effectiveness of this feedback model in assisting Thai students, the study also discussed their evaluations of each error difficulty level, their revision strategies and the frequencies of their accurate corrections. The results of this study are therefore expected to shed more light on how to help Thai students overcome their English writing difficulties, reduce their writing errors and improve their writing skills. Furthermore, the study is hoped to partly reflect how in-service teachers tailor teaching approaches and materials to enhance the writing ability of EFL learners

/pdf/the-effect-of-combined-peer-teacher-feedback-on-thai-37nbegr256.pdf

The Effect of Combined Peer-Teacher Feedback on Thai Students’ Writing Accuracy

In a writing activity students are required to transfer their knowledge to express their ideas on both what to say and how to say it. The difficulties in applying this knowledge have become obstacles for learners in constructing good writing. Consequently, these obstacles may cause the students to make errors. By adopting the notions of Error Analysis (EA) and the Surface Strategy Taxonomy as the theoretical frameworks, this study investigates the types of linguistic errors produced by the students. Along the way the sources behind the errors were also analyzed. This study employed the qualitative method design in which the case study approach was utilized. Ellis’ five-step procedure of EA was adopted to analyze the data of essays comprising of 150-300 words written by 23 EFL students of the fourth-semester at English Department at a state university. They were purposively selected as the participants of this study. It was found that omission was the most frequent errors identified in the students’ writings. Overall, 122 (63%) cases out of 195 cases were categorized under this type of errors. The number marker, verb-tense, article, preposition, subject-verb agreement, and pronoun were the categories of frequent errors made by the students, respectively. These were followed by addition (18%), misformation (15%), and misordering (5%). Significance to the source of errors, intralingual transfer turned out to be the main reason that provoked the blunder in the students’ writings. It was apparent that some of the interlinguistic contrast was the reason behind the errors. It appeared that the diverse systematical concept between the Indonesian language and English in terms of verb conjugation factor, inflectional morpheme, and auxiliary-verb abandonment were the strong contenders of the error sources. Additionally, interlingual transfer and context of learning also took part for the reason behind the errors.

/pdf/linguistic-errors-made-by-islamic-university-efl-students-1tk0hnqruu.pdf

Linguistic errors made by Islamic university EFL students

Syntax was very necessary to develop by the students in learning a language. This study aimed to identify the kinds and manners of syntactic errors about the English phrases in the students’ descriptive paragraphs. The English phrases dealt with categories and functions. The categories included noun phrase, verb phrase, adjective phrase, adverb phrase, and prepositional phrase, and the functions included subject, predicate, object, complement, and adjunct. The research findings indicated that the native Indonesian-speaking students of English at Faculty of Letters UMI Makassar made 16 kinds of syntactic errors, such as identifier, be auxiliary, do auxiliary, word form, word class, and passive form. The findings also indicated that they made 18 manners of syntactic errors, such as misuse of verb form, omission of identifier, misuse of singular noun, omission of be, misuse of word order, misuse of identifier, and misuse of prepositional phrase as a subject. It was concluded that the phrases were the main problems in learning English because there were different strings of words from their Indonesian native language. The implications were that the syntactic structure became the parts of discussion in the teaching and learning process.

/pdf/syntactic-errors-in-descriptive-paragraphs-by-native-1t0k4gn8oj.pdf

Syntactic Errors in Descriptive Paragraphs by Native Indonesian-Speaking Students of English

This paper reports on a study of syntactic errors in English essays composed by Chinese university students Thirty undergraduate non-English majors across disciplines produced 90 essays on three tasks during eight weeks, and answered a self-developed questionnaire at the end of the course Analyses of the data resulted in the following main findings: (1) Among the ten types of syntactic errors, errors in tense and voice were the most frequently occurring type of errors,  (2) the errors generally tended to decrease across tasks, (3) the syntactic errors of various categories were generally inversely correlated with the students’ writing performance, and (4) the errors were caused by diverse reasons, of which carelessness and the differences between Chinese and English were considered the most crucial

https://journals.aiac.org.au/index.php/IJALEL/article/download/996/926

An Investigation of Syntactic Errors in Chinese Undergraduate EFL Learners' Compositions: A Cohort Study

It is generally acknowledged that emotions play important roles in second/foreign language learning. Nevertheless, though interpreting is highly stressful, not much research on emotions has been conducted is this area. Hence, this research investigated foreign language anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting among Chinese university majors of interpreting. Analyses of 67 mixed-form questionnaires revealed the following major findings: (a) More than half of the participants felt anxious in the interpreting class, (highly) enjoyed the interpreting class and had (great) self-efficacy in learning interpreting well; (b) Interpreting classroom anxiety, enjoyment and self-efficacy were significantly related to one another and students’ self-rated interpreting competence; (c) Interpreting classroom anxiety negatively predicted students’ self-rated Chinese–English interpreting competence, while social enjoyment positively predicted students’ self-rated English–Chinese interpreting competence; and (d) A number of factors were reported for students’ anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting. Based on these findings, some implications were discussed.

/pdf/relations-among-and-predictive-effects-of-anxiety-enjoyment-2nrfwu08.pdf

Relations among and Predictive Effects of Anxiety, Enjoyment and Self-Efficacy on Chinese Interpreting Majors’ Self-Rated Interpreting Competence

Book review: Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman

This study set out to examine existence of a shared-dialect effect, a phenomenon that when a rater shares the same dialect with a candidate, the rater is more likely to give the candidate a higher score in English speaking tests. Ten Cantonese-speaking raters and ten Mandarin-speaking raters were selected to assess forty Cantonese-accented and forty Mandarin-accented candidates’ oral performance in the retelling task of the Computer-based English Listening and Speaking Test (CELST). Besides, seven raters from each group participated in the stimulated recall stage aiming to reveal their thought process. Quantitative results suggested that the two rater groups were comparable in terms of internal consistency. There were no significant differences in the scores of both candidate groups awarded by both rater groups. The effect of interaction between candidates’ dialect and raters’ dialect was not statistically significant, indicating non-existence of such effect. Qualitative results showed that some raters attended to candidates’ accents, and indicated that awareness of accents and their familiarity with the accents affected their comprehension of the speech samples and potentially influenced their scoring process. The findings are discussed with reference to rater training, rating scale, raters’ familiarity with candidates’ accents, raters’ attitudes toward candidates’ accents and the task type. The main implication of this study is that recruiting both group raters in domestic English speaking tests is warranted if the shared-dialect effect could be duly managed.

Investigating a shared-dialect effect between raters and candidates in English speaking tests

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Papers

An Investigation of Syntactic Errors in Chinese Undergraduate EFL Learners' Compositions: A Cohort Study

Relations among and Predictive Effects of Anxiety, Enjoyment and Self-Efficacy on Chinese Interpreting Majors’ Self-Rated Interpreting Competence

Book review: Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman

Investigating a shared-dialect effect between raters and candidates in English speaking tests