OVERVIEW OF THE STUDY
Rationale
English serves as a vital communication tool in today's globalized world, facilitating connections between countries and cultures As industries expand internationally, strong English skills open up numerous opportunities for individuals to market their products to a broader audience Writing, however, poses a significant challenge for learners, as it is crucial for success in both higher education and professional environments (Walsh, 2010).
Learning English as a foreign language presents a significant challenge in Vietnam due to its limited use in everyday communication Despite this, the importance of English as an international language drives students to pursue their studies To effectively utilize English, students must develop strong writing skills, which can serve as a valuable tool for marketing and fostering connections with international partners.
Writing skills are a key focus in university curricula, including at Thuongmai University While students often concentrate on connecting sentences and mastering complex grammar, they frequently overlook essential elements like articles, leading to poor writing outcomes The proper use of articles is crucial not only in writing lessons but also in subjects such as Commercial Correspondence, Business English, and British Culture Inadequate knowledge of articles can hinder students' writing tasks and negatively impact their overall performance Therefore, it is important to study the skill of using articles effectively in writing.
The author selected the research topic "A Study on Enhancing Article Usage in Essay Writing for Second-Year Students at Thuongmai University" to address the challenges faced by second-year English majors This study specifically targets students who have already engaged with writing skill subjects, providing them with opportunities to improve their writing proficiency.
The study aims to identify the errors and underlying causes that English students at Thuongmai University face when using articles in their essay writing By applying the knowledge gained from previous lessons, the research seeks to develop effective solutions to enhance students' proficiency in this area.
Previous studies
There have been more and more studies on the grammar error analysis, especially the ones on article analysis
In the study "L2 Article Semantics and Second Language Processing" by K Kim and U Lakshmanan, researchers examined the use of English articles by Korean adults learning English as a second language, comparing their performance to that of native English speakers The findings from the reading and rating tasks revealed that Korean L2 learners initially prioritize specificity over definiteness when using the articles "a" and "the." However, as their English proficiency improves, these learners begin to alternate between the specificity and definiteness parameters in their article selection.
Another study “An analysis of article errors among Saudi Female EFL students:
A case study” M Alhaysony (2012) examined written samples of 100 first-year female
EFL students at the University of Ha’il's Department of English faced challenges while writing on six descriptive topics related to their life and culture An analysis of their written samples revealed a significant number of errors in article usage, with omission errors being the most prevalent, particularly the indefinite article 'a,' while the omission of 'an' was the least common Notably, 57% of the errors were interlingual, highlighting the influence of the students' native language, making interlingual errors the most frequent type, whereas intralingual errors accounted for 42.56%.
L1 interference significantly impacts second language acquisition of articles, adversely affecting the learning process Therefore, educators should emphasize the differences between L1 and L2 in article usage to enhance understanding and proficiency.
In his 2013 study, "The Errors in the Use of Article in Business Letter Writing in English," Jeyaseelan Gnanaseelan analyzed the writing of Business Management students at Vavuniya Campus, University of Jaffna, Sri Lanka The research systematically categorized errors in article usage, revealing implications related to linguistic and discourse structures influenced by prior mental schemas The study identified five primary errors made by students: article-adverb combination errors, definite article usage errors, article-quantifier sequence errors, article addition errors, and indefinite article choice errors.
In a study by P Crompton (2011), the article usage errors in the English writing of advanced L1 Arabic learners were examined The research utilized a subcorpus from a larger collection of argumentative essays, based on the International Corpus of Learner English, written by first and second-year students at the American University of Sharjah in the UAE The findings revealed that the most common errors involved the misuse of the definite article for general reference A comparison between generic reference forms in English and Arabic indicated that these errors likely stem from L1 transfer rather than an interlanguage developmental sequence.
Research on article usage mistakes among students reveals that the most common errors are similar, including article-adverb combination errors, definite article usage mistakes, article-quantifier sequence errors, article addition errors, and indefinite article choice errors.
In Vietnam, there have been a lot of studies on article errors and have given suggested solutions to improve them, the study from Tran Thi Yen and Tran Nhat Le
Improving the use of articles among English majors through reading BBC News is a significant focus, yet this approach alone may not sufficiently enhance learners' skills To comprehensively address the challenges in article usage, further research is essential to identify common writing errors and explore additional strategies for improvement.
Besides, Trinh Cong Minh also conducted a study “Errors of using articles of
The study on "Vietnamese learners" highlights common errors typically made by Vietnamese individuals in both writing and speaking It offers a broad understanding of English grammar, particularly focusing on English articles However, the extensive scope of the study may have affected the accuracy of the results, making the proposed solutions less applicable to each specific generation.
This study aimed to identify common errors in English phrases and essays written by second-year students at Thuongmai University's Faculty of English, while also exploring the underlying causes of these inaccuracies By reviewing existing research and utilizing a questionnaire and interviews, the research sought to gather comprehensive insights into the errors made by students The ultimate goal is to raise students' awareness of their mistakes and help them avoid repeating them in the future.
Aims of the study
The primary objective of this study is to equip second-year English students at Thuongmai University, along with English learners, with a comprehensive understanding of article usage in essays and compositions To achieve this, it is crucial to identify common errors, including omissions and misunderstandings related to article usage, along with their underlying causes and potential solutions.
Specifically, the author tries to:
Clarify some mistakes such as article omission, misunderstanding or using too many articles in a sentence made by the second-year students in Faculty of English at Thuongmai University
Find out the reason why they made these mistake regularly
Suggest some effective solutions for learners as well as teachers in Thuongmai University to enhance the ability to use articles.
Research subjects
This study aims to evaluate the use of articles and identify solutions to improve the article usage skills of second-year English students at Thuongmai University The research is specifically focused on this group, which means the findings will primarily apply to similar English student populations in comparable contexts.
In terms of technique and instrumentation, the study relied on interviews, questionnaire surveys, and other forms of data collection from research object.
Scope of the study
This study examines common errors made by second-year English students at Thuongmai University in their use of articles during writing lessons Due to time constraints and the limited scope of a minor thesis, the focus is on identifying typical mistakes and proposing effective solutions to enhance their writing skills The goal is to support these students and other English learners in overcoming challenges related to article usage Furthermore, the research aims to quantify improvements in students' writing abilities after addressing these issues.
Research methodology
The study aims to help second-year students at Thuongmai University's Faculty of English recognize their writing errors and understand the underlying causes of these mistakes The research employs a survey method that incorporates various techniques to gather relevant data.
Material collection through references books related to English writing, grammar, and lexis
A questionnaire survey (appendix 1) among the second-year students in the Faculty of English at Thuongmai University is carried out to find out their common errors and major causes
An interview was conducted with ten second-year students from the Faculty of English at Thuongmai University to identify common errors in their writing, the underlying causes of these mistakes, and their suggestions for improvement The interview utilized open-ended questions aligned with the study's goals The collected data highlights the challenges faced by these students, particularly in the use of articles in their English essay writing.
How students think about English essays
The difficulties in using articles to write English essays
Some causes of errors when using articles
The recommendations to overcome errors from students
After conducting the interview, the researcher carefully analyzed the results, ensuring that all findings were thoroughly documented The analysis of the interview data will be presented alongside the information gathered from the questionnaire at each stage of the study.
Organization of the study
My graduation paper includes four chapters as following:
Chapter 1: Overview of the study
This study provides a comprehensive overview, detailing the rationale behind the research, a review of previous studies, and the specific aims of the investigation It outlines the research subjects involved, the scope of the study, and the methodology employed to gather and analyze data Additionally, the organization of the study is clearly defined to guide readers through the findings and implications of the research.
Literature review consists of two parts: theory of articles, its usage
The research explores the current state of English article usage among second-year students at Thuongmai University, identifies common errors they make, and examines the primary causes behind these mistakes Additionally, the study offers practical solutions to improve students' writing skills in English.
Limitations of present study and suggestions are for further study
The conclusion is a summary of the study
LITERATURE REVIEW
What is article?
Articles in English are determinatives that provide specificity to nouns or noun equivalents Among them, the definite article "the" is the most frequently used word in the language, alongside "a" and "an," collectively accounting for 8.5% of all written text (Berry, 1993: V).
Mastering the use of articles in English can be challenging, often ranking alongside prepositions as one of the most difficult aspects of the language While the forms themselves are not complex, the significant differences in article usage compared to similar articles in other languages can be quite frustrating for learners.
Some linguists argue that English articles should not be classified as an independent part of speech since they only function as determiners for nouns While this perspective holds theoretical merit, it is more practical to treat articles as a distinct category, similar to other morphological classes in English Although this approach may lead to overlaps with nouns and other speech components, we believe that the analysis of articles will yield valuable insights.
The article is a crucial part of speech in language development, serving a beneficial role by preceding nouns or noun equivalents It can be categorized into three main types: the definite article, the indefinite article, and the zero article, with various subclasses like anaphoric and generic For simplicity, we will focus on the definite and indefinite articles in our discussion.
9 indefinite articles, and within each kind of article, we specify the item's uses or where it is not used
In discussing the use of the articles, it is essential to make a distinction between specific and generic reference If we say
A dog and two rabbits are sleeping in the cage the reference is specific, since we have in mind specific specimens of the class “rabbit”
If, on the other hand, we say
Rabbits are lovely animals the reference is generic, since we are thinking of the class “rabbit” without special reference to specific rabbits
When using generic reference, the distinctions important for count nouns, such as number and definiteness, become irrelevant as they denote what is typical for a class This means that singular or plural forms, as well as definite or indefinite articles, can often be used interchangeably without altering the generic meaning However, plural definite forms are primarily seen with nationality names.
At least the following three forms can be used generically with a count noun:
But with non-count nouns, only the zero articles is possible: is a good player are good players is a lovely animal
We can thus set up two different systems of article use depending on the type of reference:
REFERENCE the rabbit the gasoline a rabbit (some) gasoline the rabbits (some) rabbit
REFERENCE the rabbit a rabbit rabbits gasoline
With definite specific reference, the definite article is used for all noun classes:
With indefinite specific reference, singular count nouns take the indefinite article a (n), while non-count and plural count nouns take zero article or unstressed some (any in non-assertive contexts)
He wants a bottle/some bottles/ some gasoline
He doesn’t want a bottle/ any bottles, any gasoline
2.1.3 Generic reference a) Nationality words and adjectives as head
There are two kinds of adjectives that can act as noun-phrase head with generic reference:
PLURAL PERSONAL (for example: the poor: those who are poor) he bought?
SINGULAR NON-PERSONAL ABSTRACT (for example: the evil= that which is evil” b) Non-count and plural count nouns
When they have generic reference, both concrete and abstract non-count nouns, and usually also plural count nouns, are used with the zero article:
She likes - ice-cream, alcohol,…
Postmodification by an of-phrase usually requires the definite article with a head noun, which thus has limited generic (partitive) reference:
The alcohol offered at this shop serves as a prime example of limited generic reference, as it does not specify any particular type at any given moment Additionally, the use of postmodification with other prepositions is less reliant on a preceding definite article.
Mexican paper the paper of Mexico paper from Mexico
Vietnamese history Russian literature the history of Vietnam the literature of Russia
Chinese cameras Japanese women cameras from China the women of Japan The zero article is used with plural nouns that are not unambiguously generic:
Things aren’t what they used to be
(From “A university grammar of English Pearson Education India”) of Vietnam
Eckersley & Eckersley (1960) categorize articles into two types: indeterminate and definite While these classifications generally cover most article usage, writers often struggle to articulate their choices regarding article usage The primary challenge lies in deciding whether to use an article at all For instance, in the phrase "This type of thing will be part of our strategy shortly," the article "a" could precede "part," but it is commonly used without it, prompting questions about its status as a countable or uncountable noun.
The term "beginning" is uncountable, as seen in phrases like "You need a decent beginning" and "A successful beginning is essential." In contrast, expressions such as "a start" or "a good start" can be used Although English has two types of articles, their usage rules are nuanced and complex, making grammar texts often inadequate for addressing article-related challenges Notably, articles are not used with cultural locations or abstract terms.
A comprehensive understanding of article usage is essential, as the challenges surrounding it have not been clearly defined This article will review the rules governing definite and indefinite articles, as outlined by Eckersley and Eckersley (1960, pp 58-).
60) in A Comprehensive English Grammar for Foreign Students They observe that most regulations are quite detailed As a result, the regulations must be memorized a) Definite Article
In English, the definite article "the" is used with singular, plural, and uncountable nouns when the context is clear to the reader or listener This clarity typically arises from three key reasons.
Hawkins (1978) initially formulated his location hypothesis based on previous studies, but he later revised his perspective in 1991 He identified eight distinct categories of definite articles, highlighting how writers and speakers engage their audience by encouraging them to identify the referent through textual cues, utilizing both anaphoric and associative anaphoric references.
In understanding our environment, we rely on both immediate visual cues and local knowledge, as highlighted by Hawkins (1978) Additionally, the use of structural information, such as prepositional phrases, relative clauses, and adjectives, plays a crucial role in accurately identifying and locating referents within our surroundings.
Hawkins amended his location theory in 1991, based on Grice's pragmatic ideas
In 1989, Hawkins introduced the concept of pragmatic sets (p-sets), which are referents accessible to speakers and listeners through discourse sets that provide context about specific situations These p-sets encompass related knowledge shared among participants in a conversation, drawing from ongoing dialogue, the immediate environment, collective understanding, or general information The primary function of p-sets is to enable the audience to perceive the conveyed information as definitive and unquestionable.
It's been introduced: When you initially introduce anything, you use "a" or "an."
For example, "A man enters into the bar" would be his initial introduction After that, you would use "the."
For example: - The man is standing there is my husband
- The drink you bought was so nice
When referring to unique people or objects, such as the "Sistine Chapel" or the "Eiffel Tower," the definite article "the" is used This indicates that there is only one of that particular entity, emphasizing its uniqueness and singularity.
For example: - The moon is so bright tonight
- The Red River is quite big
This also includes unique objects in a specific place Like “the kitchen” in your house
For example: - Where is the kitchen?
- The bookshelf is full of book now
Exact Definitions: If you are discussing something specific, you should use the definite article "the." This may be a single "mountain" or a certain "hotel."
For example: - The yellow bicycle outside got scratched
- Let’s climb the mountain tomorrow
There are several restrictions for when to use a definite or indefinite article, but they all fall into one of the categories stated As an example:
When using ordinal numbers like first, second, or third, it is essential to include "the" before the number, as it specifies which item is being referred to For example, "The first candidate may have a better opportunity."
We also use "the" with specific river names, monument names, and country names Ex: The Lo river flows across Tuyen Quang Province
When the clause begins with the word "only," use "the." Ex: Only the child standing outside is wet because of the rain b) Indefinite Article
There are three definite articles in English: two for singular nouns and one for multiple and uncountable nouns
The importance of learning English Article
2.2.1 The importance of learning English grammar
Mastering proper grammar is essential as it serves as the foundation for effective communication Lynne Truss emphasizes the importance of punctuation, arguing that it is not merely an arbitrary system, but a vital tool for clear expression that should be upheld against misuse.
Punctuation is essential for effective communication, as it ensures clarity of meaning Grammar encompasses the structure of sentences, including the arrangement of words and phrases in any language While we learn to form sentences as children, mastering grammar involves understanding sentence construction and the various types of words used This knowledge not only reveals insights into our cognitive abilities but also enhances our language proficiency Although grammar is often linked to errors and correctness, it is crucial for creating clear, engaging, and precise sentences and paragraphs.
2.2.2 The importance of learning English Articles
Articles are essential elements that precede nouns or noun phrases, functioning similarly to adjectives by clarifying the meaning of the noun While improper use of articles may not severely alter a sentence's meaning, it can lead to ambiguity, causing readers to misinterpret the intended message This is particularly crucial when a writer aims to refer to a noun anaphorically or cataphorically, or when establishing familiarity between the reader and writer Therefore, correct usage of articles is vital for ensuring clear communication and conveying the intended meaning effectively.
The proper use of English articles significantly influences both writing and speaking proficiency Students with a strong grasp of articles tend to complete writing tests more quickly than those with only a partial understanding Similarly, in speaking assessments, individuals who excel in article usage demonstrate greater fluency and achieve higher scores compared to their peers with less knowledge.
It is because the one who understands article well will take less time choosing the/a/an
19 or zero when writing or speaking It helps save time and make the process smoother as well as make your results better.
The problems caught when using articles to write essays
Mastering the use of articles is essential for achieving better results in university essays and standardized tests like IELTS or TOEFL Research by Crompton and Peter highlights that advanced L1 Arabic learners often struggle with the correct application of definite articles, particularly in generic contexts.
In another study “An analysis of article errors among Saudi female EFL students:
A case study by Alhaysony and Maha revealed that Saudi EFL students commonly made three types of errors: omission, addition, and substitution The findings indicated that omission errors were the most prevalent, whereas substitution errors were the least common.
After examining notable studies on article usage, it has been identified that there are four primary errors: omission, addition, and substitution.
Omission errors are the most common mistakes identified among Saudi female students, as noted by Alhaysony (2012) Often, learners apply articles based on intuition rather than grammatical rules, leading to these errors This section will clarify some typical types of omission errors encountered in their writing.
2.3.1.1 Omission of “the” before the centuries
21st century uprising pandemic in the Philippines
The 21st century uprising pandemic in the Philippines
2.3.1.2 Omission of “the” before superlatives
His house is largest one in our neighborhood
His house is the largest one in our neighborhood
She is greatest person in the world
She is the greatest person in the world
2.3.1.3 Omission of “the” before a defining relative clause
They are people who want to buy my dogs
They are the people who want to buy my dogs
Girls are holding some red flowers are my sister
The girls are holding some red flowers are my sister
Sometime the learners misunderstand the usage of the articles “a, an, the, and zero” so they make mistakes when using them in the sentence
Nearly half the million people entered the city
Nearly half a million people entered the city
What is a biggest river in UK?
What is the biggest river in UK?
Yesterday I spent a hour reading book
Yesterday I spent an hour reading book
An university is concerned about the academic standing of its intercollegiate athletes
A university is concerned about the academic standing of its intercollegiate athletes
This error happens when the learners put on articles in the sentence but they aren’t needed to express the meaning of the sentence
The weather is nice in the winter
The weather is nice in winter
The cars can be really dangerous
Cars can be really dangerous
I could see the clouds in the sky
I could see clouds in the sky.
RESEARCH FINDINGS
Setting
Data collection was conducted using three primary instruments: survey questionnaires, interviews, and essays The questionnaires were distributed to the K56N writing group on Facebook, where class members completed them through a provided link Subsequently, interviews were held via social media, utilizing a Zoom group chat format with three participants Lastly, permission was obtained from the teacher to analyze 40 essays written by the students for detailed examination.
Participants
This research aims to identify the challenges faced by second-year English majors at Thuongmai University when using articles in essay writing The study involves 40 students from the K56N writing group, who are currently engaged in learning about article usage in their writing skills course These students vary in age, experience, and proficiency in English.
Data collection
The questionnaire includes 11 questions The students responded them and sent the answers to the author
The aims of questions are indicated as bellows:
Question 1 is to identify the gender of participants
Question 2 is to find out the time they have learnt English
Question 3 is to discover the skills they are bad at
Question 4 is to work out how often they learn writing English in a week
Question 5 is to find out how they react to the using of articles
Question 6 is to find out the kinds of article errors they usually made
Question 7 is to clarify the article errors they made when writing essays
Question 8 is to know the reasons why they make these mistakes
Question 9 is to find out what they actions they did to improve the ability to use articles
Question 10 is to finger out some recommendations from participants about article references
Question 11 is to know the awareness of participants in studying in the world of technology
The author collected essays from second-year English majors at Thuongmai University to gain an objective understanding of article usage in their writing This analysis revealed common errors made by students, providing valuable insights into their challenges with article application.
As a result, the author gathered 40 essays from K56N writing class at Thuongmai University The essays were thoroughly examined, and any errors were noted
Data analysis
3.4.1 The students’ reality of using articles when writing English essays
In a writing class consisting of forty second-year English majors, there are thirty-three females and seven males, all aged between 19 and 20 Most students reported that the previous semester was their first experience in a writing course Additionally, the majority have been studying English for an extended period, ranging from three to over ten years, suggesting they possess a solid foundation in the language.
Chart 3.1 The skills that students thought they were lack of confidence
Despite extensive study of English grammar, many students lack confidence in their language skills A recent survey revealed that 32 students, or 82.1%, considered themselves poor writers Additionally, interviews with five second-year English majors indicated that they found all four language skills challenging, with writing being the most difficult The students attributed their struggles to the time and effort required for writing tasks, leading to a sense of discouragement and procrastination.
Many students reported a lack of confidence in various English skills, with 8 struggling in both listening and reading, and 7 in speaking This indicates that a significant number of students feel insecure about two or more of the four essential language skills Consequently, their limited proficiency in comprehensive English poses challenges in writing and speaking, particularly at Thuongmai University.
3.4.2 The self-learning situation of Thuongmai University students at home
Chart 3.2 The time students spend learning writing in a week
The data indicates that while all students engage in English writing practice weekly, the time spent is minimal Only 32.5% dedicate 3 to 5 hours per week to writing, which is disappointing, and an additional 30% spend 6 to 8 hours practicing at home This suggests that most students do not regularly write English essays as part of their self-study routine.
Under 2 hours3-5 hours6-8 hoursOver 10 hours
The data reveals that a concerning 27.5% of students dedicate less than two hours per week to practicing their English writing skills Additionally, only 10% invest a significant amount of time in learning to write in English Descriptive statistics indicate a lack of attention among students towards self-study at home, highlighting a need for improved focus on enhancing their English writing abilities.
Among 5 participants joining the interview, S3, who also spent very little time practicing writing English at home, shared her opinion “Practicing at home isn’t effective at all, I always be distracted by different noises from different objects” S1 added that she didn’t write at home, she just read essays from the experts and learn from that
3.4.3 Difficulties in using the articles when writing essays
A recent survey of 40 students from the K56N writing group revealed that none of them found the use of articles "a," "an," "the," and the zero article easy; instead, most reported significant difficulty in understanding and applying these grammatical elements While they could identify the articles, many expressed that mastering their usage in English essays was particularly challenging To illustrate the specific difficulties impacting their ability to use articles effectively, the author will present a chart and table below.
Chart 3.3 The difficulties that the second-year English majors got when using articles in writing essays
The chart highlights the challenges faced by second-year English majors in using articles while writing essays Notably, 70% of students identified "Lack of grammar" as the most significant obstacle, indicating a gap in their understanding of article usage This deficiency in grammatical knowledge results in frequent errors in their English writing.
One significant challenge learners face when writing English essays is the limited time available, which affects their ability to effectively use articles This issue is highlighted by the fact that 57.5% of students struggle due to the differences between English and Vietnamese, hindering their correct application of articles Additionally, inadequate teaching in the classroom further exacerbates these difficulties.
“Difficult topics” are also the factors that students need to manage well to improve the ability to use articles in writing English essays
POOR TEACHING IN CLASS LACK OF GRAMMAR DIFFERENCES BETWEEN ENGLISH AND VIETNAMESE
LIMITATION OF TIME WHEN WRITING
3.4.4 The common errors in writing English essays
This study highlights the frequent errors students make when using articles in their English essays According to Chart 3.4, it illustrates the number of students who commit these mistakes.
Chart 3.4 The common article errors in English writing
Chart 3.4 reveals that omission is the most prevalent article error among second-year English majors, occurring 34 times across 40 analyzed essays and survey responses This issue stems from insufficient practice and a lack of understanding of article grammar, leading to misinterpretation of context and incorrect sentence construction Additionally, students also face challenges with substitution errors (29 instances) and addition errors (21 instances), which they must address to improve their English essay writing skills.
To investigate the common article errors made by second-year English majors at Thuongmai University, the researcher required each participant to write an essay about
The times of catching errors
The times of students catching errors
The author encouraged students to choose any topics of their interest while also requesting them to complete a questionnaire for data collection Following an analysis of the essays and questionnaire results, the author compiled the findings into the table presented below.
Item Common errors No Percentage
1 Omission of “the” before the centuries 27 67.5
2 Omission of “the” before superlatives 21 52.5
3 Omission of “the” before a defining relative clause 24 60
7 Add “the” instead of “zero article” 20 50
8 Add “a” instead of “zero article” 13 32.5
Table 3.1 Students’ common article errors
Table 3.1 presents the eight most prevalent article errors identified in a study of 40 student essays, revealing a total of 121 errors Notably, the omission of "the" before centuries emerged as the most common mistake, accounting for 67.5% of the errors observed.
The study identified 27 errors, with the most common being the omission of "the" before defining relative clauses at 60% and before superlatives at 52.5% These findings align with data collected from a survey questionnaire The least frequent error was the incorrect use of "a" instead of "an," suggesting that students generally grasp the distinction between these articles However, the errors related to adding "a" or "the" instead of the zero article, as well as using "an" instead of "a," were also noted, indicating areas for improvement in article usage.
“the” instead of “a” are also common article errors which account for 32.5% , 50% ,
This study aims to identify common article errors made by second-year English major students and propose solutions for improvement The findings reveal eight prevalent errors that students frequently encounter.
30 omission of “the” before the centuries; omission of “the” before superlatives; omission of “the” before a defining relative clause; use “the” instead of “a”; use “a” instead of
RECOMMENDATIONS AND SUGGESTIONS
Limitations of the study
This case study focuses on enhancing the ability to use articles in essay writing among second-year English majors at Thuongmai University The author identifies common article-related issues faced by students, explores the underlying reasons for these mistakes, and suggests potential solutions However, it is important to note that the research is based on a limited sample size of only 40 students.
The study highlights the challenges of determining if results would differ with a larger sample size and focuses on addressing common errors in essay writing It emphasizes the importance of including only relevant information while acknowledging the need for further research on the topic.
Suggestions for further studies
To enhance future investigations, it is essential to adjust the current research constraints Expanding the study to incorporate a larger and more diverse group of students from various departments at Thuongmai University is necessary Additionally, increasing the sample size will strengthen the findings Future research should also delve into a broader theoretical literature base to explore different facets of English grammar.
Recommendations and suggestions for students
The study reveals that a primary reason for frequent errors in article usage in English essays is insufficient practice To address this, students are encouraged to dedicate ample time to practice, which will enhance their writing skills and deepen their understanding of the language Self-practice offers a flexible solution, allowing students to study at their convenience When engaging in self-practice, it is beneficial for students to start by creating an outline for their essays, followed by taking notes to guide their writing process.
Students should focus on using articles correctly in their writing After completing their work, it's essential to review it multiple times If they identify any mistakes, particularly with articles, they should jot them down in a notebook for better retention.
In addition to self-practice and self-correction, students should actively engage in peer correction, a collaborative classroom practice where learners help each other identify and correct errors This strategy fosters a supportive environment, reducing anxiety and encouraging participation While article errors may seem minor, they play a crucial role in enhancing the overall quality of writing Therefore, peer assistance in addressing these errors is essential for improving students' writing skills.
Collaborative correction among students fosters information exchange and encourages healthy debates on various theories This interactive process not only supports overall language development but also enhances specific skills in speaking and writing.
To enhance their proficiency in using articles, students should focus during class and maintain a dedicated notebook for noting down key theories and exceptional cases Investing time in revising grammar and vocabulary is essential, and utilizing additional resources like Google and online forums can significantly aid in their learning process.
Recommendations and suggestions for teachers
The researcher offers some ideas for other English teachers about the teaching of grammar and the emphasis on writing and error correction
Teachers should focus on prioritizing their corrections and grading, rather than concentrating solely on grammar This approach helps students understand that they cannot rely exclusively on grammatical rules for using articles correctly Instead, educators should guide students to appreciate the unique contexts in which native speakers use articles, fostering a more flexible and practical understanding of article usage.
To enhance the learning process, it is crucial for instructors to differentiate between students who have engaged with their writing and those who have not Teachers can facilitate this by having students revise their own work or by implementing a peer review system where they evaluate each other's assignments prior to submission In this context, instructors should emphasize the importance of careful revision, encouraging students to meticulously check their work before handing it in.
English professors at Thuongmai University need to offer constructive feedback on students' written essays, clearly identifying mistakes and specific errors This guidance will help students understand their shortcomings and learn how to avoid similar mistakes in the future.
Before starting writing assessments, it is essential for teachers to offer students guidance on potential challenging scenarios related to the topics This preparation will enable students to approach the test with greater confidence and readiness.
Following that, English teachers should be prepared to recognize and treat students' article faults using appropriate teaching tactics Because only the learned can impart the correct knowledge
Students should be given extensive feedback and specific examples during the teaching process to assist them comprehend the topics presented.
Recommendations and suggestions for managers
Managers should have some remedies in place to prevent the common English article errors produced by second-year students at Thuongmai University's Faculty of English, such as:
To enhance students' English skills and knowledge, the management of Thuongmai University should prioritize the acquisition of more grammar-focused English books and works by renowned global authors for the school library The university is in the process of building a new library to better support the teaching needs of professors and the learning experiences of students.
In today's technology-driven era, the Internet plays a crucial role, making it essential for universities to provide widespread Wi-Fi access This enhancement would enable students to quickly and efficiently search for information, significantly improving their academic experience.
The Faculty of English at Thuongmai University has organized various events, including the Olympic of English, to help students showcase their English skills However, I believe that increasing the frequency of English tournaments on a monthly or semester basis would more effectively assess students' abilities By conducting additional contests, students are likely to engage more deeply with their studies and improve their understanding of the language Moreover, it is essential for the management to provide training for professors to enhance their support for students, particularly in managing the challenging and time-consuming process of error correction.
This study focused on enhancing the ability of second-year English majors at Thuongmai University to use articles effectively in essay writing Utilizing survey questionnaires, interviews, and assessments of student essays, the research identified three primary types of errors related to article usage and proposed targeted solutions to improve students' writing skills.
In English essays, second-year students at Thuongmai University commonly encounter three primary types of article errors: omission, substitution, and addition.
Mistakes in article usage can stem from various factors, including diverse cultural backgrounds, varying levels of English proficiency, first language interference, and ambiguous task instructions Additionally, the author identified a lack of practice and insufficient subject knowledge as significant contributors to these errors.
Finally, some solutions and techniques are also provided in the study to improve the knowledge for students, teachers and managers
The researcher hopes that this study will be useful for students, teachers and managers in the process of learning and teaching grammar, especially the articles
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Hello! I’m Tran Thi An, a senior at Thuongmai University, and I am conducting a questionnaire to gather information for my graduation study Your support in completing this questionnaire would be greatly appreciated Thank you!
Please choose the answer that you agree with the following question:
Question 2: How long have you been learning English?
Question 3: Of four skills, which skill(s) you think you are bad at?
Question 4: How often do you practice writing a week?
Question 5: Do you find it difficult to identify the use of "a, an, the and zero" article?
B It's quite difficult, but I still know to identify
C It's very difficult, I can't identify them
Question 6: What kinds of article errors do you usually make?
Question 7: Please put a tick the choice if you ever made these errors while using articles in writing English essays?
Omission of "the" before the centuries
Omission of “the” before superlatives
Omission of “the” before a defining relative clause
Add “a” instead off “Zero Article”
Add "the" instead of "Zero Article"
Question 8: The reason(s) why you make article errors?
Lack of grammar and grammar
Differences between English and Vietnamese
Limitation of time when writing
Question 9: What actions did you do to improve your ability to use articles?
Practice writing English essays everyday
Ask teachers and friends for help
Read the references from experts on the world
Take notes whenever the mistakes happen
Create teams to learn together
Learn through Internet, apps, website,
Question 10: Some books/ websites you want to recommend learners to improve their knowledge about articles usage?
Cambridge Dictionary (https://dictionary.cambridge.org/)
English Grammar 101 (https://www.englishgrammar101.com/)
TOPICA Native (https://topicanative.edu.vn/tu-hoc-tieng-anh/tieng-anh- giao-tiep/ngu-phap-tieng-anh-tieng-anh-giao-tiep/)
Question 11: Learning through apps on mobile phones is popular recently, what apps do you want to suggest for learning online?