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 and economic interactions strengthen, individuals with strong English skills can effectively introduce their products to broader markets Writing, however, remains the most challenging aspect of learning English, particularly due to its significance in higher education and professional environments (Walsh, 2010).
Learning English as a foreign language is still a major challenge in our nation, Vietnam, because it is not utilized in daily life, both in written and spoken form
The significance of English as a global language motivates students to learn it, as proficiency in writing is essential for effective communication Mastering English writing skills can serve as a powerful marketing tool, facilitating connections and partnerships across nations.
Writing skills are a key focus in university curricula, including at Thuongmai University Students often concentrate on complex sentence structures and advanced grammar, neglecting essential elements like articles, which can lead to poor writing outcomes Mastery of article usage is crucial not only in writing classes but also in subjects such as Commercial Correspondence, Business English, and British Culture Inadequate understanding of articles can hinder students' performance in writing tasks and negatively impact their overall academic success Therefore, researching the proper use of articles in writing is essential.
The author selected the research topic "A Study on Improving Article Usage in Essay Writing for Second-Year Students at Thuongmai University" to address the challenges faced by English majors This study specifically targets second-year students who have completed writing skill courses, enabling them to effectively apply their acquired knowledge in subsequent curriculum subjects.
The study aims to identify the common mistakes made by English students at Thuongmai University in their use of articles while writing essays It seeks to understand the underlying causes of these errors and proposes effective solutions to enhance their writing skills.
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 article usage of Korean adults learning English as a second language compared to native English speakers Their experiments, which included both online and offline tasks, revealed that Korean L2 learners initially prioritize specificity over definiteness when using the articles "a" and "the." However, as these learners advance in proficiency, they begin to oscillate between these two parameters, indicating a more nuanced understanding of article usage in English.
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 in writing about their life and culture, particularly with article usage An analysis of their written samples revealed a high frequency of omission errors, with the indefinite article 'a' being the most commonly omitted, while 'an' was omitted the least Overall, 57% of the errors were interlingual, highlighting the significant impact of the students' native language on their writing In contrast, intralingual errors accounted for 42.56% of article mistakes These findings suggest that L1 interference negatively affects second language acquisition, emphasizing the need for teachers to clarify the differences between L1 and L2 article usage.
In his 2013 study titled “The Errors in the Use of Article in Business Letter Writing in English: A Case Study of the Business Management Students of Vavuniya Campus, Sri Lanka,” Jeyaseelan Gnanaseelan systematically examined the writing of Business Management students at the University of Jaffna The research identified and classified various errors in article usage, highlighting five main types: article-adverb combination errors, definite article usage errors, article-quantifier sequence errors, article addition errors, and indefinite article choice errors This analysis also explored the implications of these errors within the linguistic and discourse structures of business writing, relating them to the students' prior mental schemas.
In a study by P Crompton (2011) on article usage, errors in the English writing of advanced L1 Arabic learners were examined using a subcorpus from a larger collection of argumentative essays This research focused on first and second-year students (aged 18-20) at the American University of Sharjah, an English medium institution 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 are primarily due to L1 transfer rather than an interlanguage developmental sequence.
Research on article usage mistakes among students reveals that the most common errors include article-adverb combination errors, definite article misuse, 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 article usage among English majors through reading BBC News is a significant focus, yet this approach alone is insufficient for comprehensive skill enhancement To effectively boost learners' proficiency in using articles, it is essential to conduct further research that identifies additional writing errors and explores a wider range of solutions.
Besides, Trinh Cong Minh also conducted a study “Errors of using articles of
Vietnamese learners often encounter common errors in both writing and speaking English This study aimed to offer a comprehensive understanding of English grammar, focusing specifically on English articles However, the broad scope of the research may have affected the accuracy of the results, making it challenging to provide tailored solutions for each generation of learners.
This study aimed to identify common errors in English phrases and essays written by second-year students at Thuongmai University's Faculty of English, as well as to explore the underlying causes of these inaccuracies By reviewing previous research and utilizing a questionnaire and interviews, the study sought to gather detailed insights into the errors The ultimate goal is to increase 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 enhance the understanding of article usage in essays and compositions among second-year English students at Thuongmai University and English learners It is essential to identify common mistakes, such as omissions and misconceptions regarding articles, while also exploring their underlying causes and suggesting effective 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 effective solutions to enhance the article utilization skills of second-year English students at Thuongmai University Consequently, the research focuses exclusively on this specific group, which may limit the generalizability of the findings to similar English student populations.
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
Articles play a crucial role in linguistics, and this study specifically examines common errors made by second-year English students at Thuongmai University in their writing lessons Due to time constraints and the limited scope of a minor thesis, the research focuses on typical mistakes in article usage and proposes solutions for improvement The goal is to help these students, as well as other English learners, identify frequent errors and find effective remedies to enhance their writing skills.
Additionally, when the faults in the learning process have been addressed, attempts are made to generally quantify the supplied students' writing skill progress.
Research methodology
The study aims to help second-year English students at Thuongmai University recognize their written errors and understand the underlying reasons for these mistakes The research employs various survey 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 conducted with ten second-year students from the Faculty of English at Thuongmai University aimed to identify common errors they frequently encounter, the underlying causes of these mistakes, and their suggestions for overcoming them.
The study's objectives are addressed through open-ended questions, and the data collection detailed in Appendix 2 reveals insights into the second-year students' proficiency in using articles while composing English essays at Thuongmai University's Faculty of English.
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 will thoroughly analyze the results and document the findings Each stage of the data analysis will include insights from both the interview and the questionnaire responses, ensuring a comprehensive understanding of the outcomes.
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 it seeks to achieve It identifies the research subjects and outlines the scope of the investigation, while also describing the research methodology employed Additionally, the organization of the study is clearly presented, ensuring a coherent structure for understanding the findings and implications of the research.
Literature review consists of two parts: theory of articles, its usage
This article explores the current state of English article usage among second-year students at Thuongmai University, identifies common errors they make, and analyzes the primary causes of these mistakes Additionally, it offers practical solutions to improve their writing skills.
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 The definite article "the" is the most frequently used word in English, 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 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 theoretical perspective has merit, it is more practical to treat articles as a distinct component of speech, similar to other morphological classes in English.
This method, it is also true, will unavoidably result in interferences with nouns and other components of speech We hope, however, that the outcome will be worth analyzing
The article is a crucial component of language development, serving as an essential part of speech Its role is beneficial as it provides clarity and context Whether definite or indefinite, the article is proclitic, meaning it precedes the noun or noun equivalent it modifies.
Certain methods categorize articles into three types: definite, indefinite, and zero articles, along with various subclasses like anaphoric and generic However, for practical purposes, we focus solely on definite and indefinite articles, detailing their specific uses and instances where they are not applicable.
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 referring to count nouns in a generic sense, the distinctions of number and definiteness become irrelevant This is because generic reference signifies what is typical for a class of items As a result, both singular and plural forms, as well as definite and 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:
A rabbit Rabbits are lovely animals 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:
SPECIFIC REFERENCE the rabbit the gasoline a rabbit (some) gasoline the rabbits (some) rabbit
GENERIC 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:
Rivers serve as a metaphor for the fluidity of alcohol in this shop, which exemplifies a limited generic reference, as it does not specify any particular type of alcohol at any given moment The use of postmodification with other prepositions shows less reliance on a preceding definite article, highlighting the versatility and broad appeal of the offerings.
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 categories often justify article usage, writers frequently struggle to articulate their choices regarding article inclusion The core challenge lies in deciding whether to use an article at all For instance, in the sentence "This type of thing will be part of our strategy shortly," the article "a" could precede "part," but it is typically used without it, prompting the question of whether "part" functions as an 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 like "a start" or "a good start" are acceptable While English features two types of articles, their usage rules are nuanced and complex, often leaving grammar texts inadequate in addressing article-related challenges Notably, articles are not used with cultural locations or abstract terms.
A clear understanding of article usage is essential, as the definition of problematic usage remains ambiguous This article will review the rules governing definite and indefinite articles, following the guidelines established 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 for singular, plural, and uncountable nouns when the context is clear to the reader or listener This clarity arises from one of three reasons: the noun is previously mentioned, it is common knowledge, or it is specified by additional information.
Hawkins (1978) initially based his location hypothesis on previous studies but later revised his ideas in 1991 He identified eight categories of definite articles, highlighting how writers and speakers guide readers or listeners to identify referents through various means These include anaphoric and associative anaphoric references, cues from the immediate environment, and information derived from local or general knowledge Additionally, Hawkins discussed 'structural information,' which encompasses prepositional phrases, relative clauses, and adjectives, all of which assist in pinpointing the referent.
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 essential for effective communication These p-sets encompass related knowledge accessible to both speakers and listeners through discourse sets that provide context about specific situations They can be derived from ongoing or past conversations, the immediate environment, shared experiences, or general knowledge The primary function of p-sets is to enable the audience to perceive the conveyed information as definitive and reliable.
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 a unique person or object, such as the "Sistine Chapel" or the "Eiffel Tower," the definite article "the" is used, as these landmarks are one of a kind.
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 important to include "the" before the number, as it specifies which item is being referred to For example, "the first candidate may have the better opportunity" illustrates how the ordinal number clarifies the subject.
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
Mastering proper grammar is essential as it facilitates effective communication about language itself Lynne Truss emphasizes the importance of punctuation, arguing that it is not merely an arbitrary set of rules for an elite few, but a vital aspect of clear expression that deserves our defense.
Punctuation is essential for clear communication, as it ensures reliable meaning Grammar encompasses the structure of words and sentences in any language, and while we can form phrases from a young age, mastering grammar involves understanding sentence construction and the various types of words used A grasp of grammar offers insights into human cognition and our remarkable ability to learn languages While often linked to mistakes and correctness, knowledge of grammar also enhances our ability to create clear, engaging, and precise phrases and paragraphs.
2.2.2 The importance of learning English Articles
Articles are essential components that precede nouns or noun phrases, functioning similarly to adjectives by enhancing the clarity of the noun's meaning While improper use of articles may not drastically alter a sentence's overall meaning, it can lead to ambiguity, causing readers to misinterpret the intended message This is particularly critical when a writer aims to refer to a noun either anaphorically or cataphorically, or when establishing familiarity with the reader Therefore, correct article usage is vital for ensuring clear communication and precise meaning in writing.
Confusion over the use of English articles can significantly impact both writing and speaking speed For instance, a student with a strong grasp of article usage will complete a writing test more quickly than a peer who has only a partial understanding Similarly, during speaking assessments, the student who understands articles better will communicate more fluently and achieve higher marks compared to their counterpart.
Understanding article usage significantly reduces the time spent selecting the correct article, whether it's "a," "an," or zero article, during writing or speaking This mastery not only streamlines the communication process but also enhances the overall quality of the results.
The problems caught when using articles to write essays
Mastering the use of articles is essential for achieving better results in university exams and standardized tests like IELTS or TOEFL Research by Crompton and Peter highlights that advanced L1 Arabic learners frequently misuse the definite article when referring to general concepts.
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 occurred the least frequently.
After examining notable studies on article usage errors globally, it has been identified that there are four primary types of mistakes: omission, addition, and substitution.
Omission errors are the most common mistakes identified among Saudi female students, as noted by Alhaysony (2012) Learners often rely on their intuition when using articles, leading to grammatical inaccuracies This reliance on feeling rather than grammatical rules is a primary cause of omission errors Various types of omission errors exist, and this section will highlight some typical examples.
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 for this study utilized three primary instruments: survey questionnaires, interviews, and essays Questionnaires were distributed to the K56N writing group on Facebook, with class members completing the survey through a provided link Subsequently, interviews were conducted via social media, facilitated through a Zoom group chat with three participants Lastly, permission was obtained from the instructor 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 focuses on 40 students from the K56N writing group, who are currently learning to incorporate articles into their writing skills These students vary in age, experience, and English proficiency.
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 writing challenges.
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
In a writing class comprising forty second-year English majors, there are thirty-three females and seven males aged 19 to 20 Most students reported that the previous semester was their first experience with a writing course Additionally, they have been studying English for an extensive period, ranging from at least three to over ten years, suggesting a solid foundation in English language skills.
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 survey revealed that 82.1% of students, totaling 32 individuals, considered themselves poor writers 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, which often led to a lack of motivation when faced with such assignments.
Many students expressed a lack of confidence in their English skills, with 8 students struggling with listening and reading, and 7 with speaking This indicates that a significant number of students feel inadequate in multiple areas, including writing Consequently, their overall proficiency in English remains limited, which poses challenges in utilizing English effectively in both 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 duration is quite minimal A mere 32.5% of students dedicate 3 to 5 hours per week to this activity, which is concerning Additionally, 30% of students spend 6 to 8 hours practicing English at home, highlighting that most students do not prioritize writing English essays for self-study.
Under 2 hours3-5 hours6-8 hoursOver 10 hours
According to recent statistics, a concerning 27.5% of students dedicate less than two hours a week to practicing English writing, while only 10% invest a significant amount of time in improving their skills These findings highlight a lack of attention to self-study at home, suggesting that many students are not prioritizing the development of 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 survey of 40 students from the K56N writing group revealed that none found it easy to identify the use of articles such as "a," "an," "the," and the zero article; instead, most reported significant difficulty with this aspect of grammar While they could identify articles, many expressed that understanding and using them correctly in English essays was extremely challenging To illustrate these difficulties in article usage, the author will present accompanying charts and tables.
Chart 3.3 The difficulties that the second-year English majors got when using articles in writing essays
The chart depicts the challenges faced by second-year English majors in using articles while writing essays, revealing that 70% of students identified "Lack of grammar" as the primary difficulty This indicates a significant gap in their understanding of article grammar, resulting in numerous errors in their English writing.
The challenge of time constraints significantly affects learners' ability to effectively use articles in English essay writing, with 57.5% of students facing this issue Additionally, the differences between English and Vietnamese hinder proper article usage Furthermore, inadequate teaching methods in the classroom contribute to 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
In this study, the author identifies the frequent errors students make when using articles in their English essays Chart 3.4 illustrates the number of students who committed each type of mistake.
Chart 3.4 The common article errors in English writing
Chart 3.4 reveals that omission is the most frequent article error among second-year English major students, occurring 34 times across 40 analyzed essays and survey responses This prevalent error stems from insufficient practice and a lack of understanding of article grammar Without a solid grasp of this grammatical concept, students are likely to misinterpret context, leading to incorrect sentence construction.
Besides, the substitution errors (with 29 choices) and addition errors (with 21 choices) are also the matters that students need to overcome to have better results in writing English essays
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
Students were encouraged to identify errors in various topics while completing a questionnaire for data collection Upon analyzing the essay results and questionnaire responses, the author compiled the findings in the table 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 highlights the eight most prevalent errors found in student essays, based on an analysis of 40 submissions A total of 121 errors were identified, with the most common issue being the omission of "the" before centuries, accounting for 67.5% of the mistakes.
The study identified 27 errors, with the highest frequency being the omission of "the" before defining relative clauses at 60% and before superlatives at 52.5% These findings align with the results obtained from the survey questionnaire The lowest error rate was observed in the use of "a" instead of "an," suggesting that students generally grasp the "a, an" rule well, although the errors made were still significant Other common errors included adding "a" or "the" instead of using a zero article and using "an" instead of "a."
“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 majors and to propose effective solutions for improvement.
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 errors in their essays, explores the underlying reasons for these mistakes, and offers effective solutions to improve their writing skills.
However, the study only examines a class of 40 students, which is a small sample size
Determining if similar results would arise from a larger sample size remains uncertain The study focuses on addressing common errors in essay writing, emphasizing the inclusion of only pertinent information Additionally, there is a significant amount of related material that warrants further investigation.
Suggestions for further studies
To enhance future investigations, it is essential to adjust the current research constraints by incorporating a broader range of students from various departments at Thuongmai University Increasing the sample size will provide more robust findings Additionally, future studies should draw from a wider array of theoretical literature to explore different facets of English grammar.
Recommendations and suggestions for students
A key finding of this study indicates that a lack of practice is a significant factor contributing to frequent errors in article usage in English essays To improve, students should dedicate ample time to practice, which will enhance their writing skills and language comprehension Self-practice is an effective approach, allowing students to study at their convenience When writing essays, students should begin by outlining their work, identifying where articles are needed, and focusing on their correct usage After completing their essays, it's essential for students to review their writing multiple times, noting any errors, particularly with articles, in a notebook for better retention.
Aside from self-practice and self-correction, students should seek assistance from their peers Peer correction is a classroom practice in which students correct one another
Peer correction is a valuable strategy that helps learners feel more at ease when receiving support from classmates While article errors may seem minor, they play a crucial role in enhancing the overall quality of writing Therefore, peer assistance in correcting these errors is essential for improving writing skills.
Collaborative correction among students fosters information exchange and theoretical debate, significantly enhancing overall language development and specifically improving both speaking and writing skills.
To enhance their proficiency in using articles, students should actively engage in class and maintain a dedicated notebook for recording both regular and exceptional grammatical rules Allocating ample time for revising grammar and vocabulary is essential, and leveraging 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 prioritize their grading focus, avoiding an exclusive emphasis on grammar This approach encourages students to understand the nuanced contexts in which native speakers use articles, fostering a more flexible and practical application of article usage.
To enhance the learning process, instructors should differentiate between students who have revised their work and those who have not By implementing a peer review system, where students assess each other's writing prior to submission, teachers can promote a collaborative learning environment It is essential for instructors to encourage students to carefully review and double-check their work, ensuring higher quality submissions.
English professors at Thuongmai University must deliver constructive feedback on students' written essays, highlighting specific mistakes and providing clear guidance to help them avoid similar errors in the future.
Before starting writing assessments, teachers should offer students insights into challenging scenarios that may arise within 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 expand the library's collection to include more grammar-focused English books and works by renowned authors worldwide The university is in the process of building a new library aimed at improving resources for both faculty and students.
In today's technology-driven century, the Internet plays a crucial role in education Therefore, I recommend installing Wi-Fi throughout the university to enable students to quickly access information online.
The Faculty of English at Thuongmai University has initiated various events, including the Olympic of English, to assess students' English skills However, I believe that increasing the frequency of English tournaments on a monthly or semester basis would provide a better gauge of student abilities More contests would encourage students to study harder and enhance their understanding of the English language.
To enhance student learning, it is essential for management to provide training for English faculty members, emphasizing the importance of supporting students in navigating the challenging and time-intensive process of error correction.
This study focused on enhancing second-year English majors' proficiency in using articles in essay writing at Thuongmai University Utilizing surveys, interviews, and assessments of student essays, the research identified three primary types of errors and proposed targeted solutions to improve students' article usage in their writing.
Firstly, there are three main types of errors when using articles when writing English essays made by second-year English majored students a Thuongmai University
They are omission, substitution and addition
Mistakes in article usage can stem from various factors, including differing cultural backgrounds, varying levels of English proficiency, first language interference, and unclear task instructions Additionally, the author identified a lack of practice and insufficient knowledge of the subject matter 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 everyone! My name is Tran Thi An I am the senior at Thuongmai University
This questionnaire is designed to gather information for my graduation study I appreciate your support in completing it Thank you very much!
Please choose the answer that you agree with the following question:
C Prefer not to say Question 2: How long have you been learning English?
D Over 10 years Question 3: Of four skills, which skill(s) you think you are bad at?
Listening Speaking Reading Writing 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 Use "the " instead of "a"
Add “a” instead off “Zero Article”
Add "the" instead of "Zero Article"
Question 8: The reason(s) why you make article errors?
Poor teaching in class 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?
Review grammar 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?
English Grammar in Use is an essential resource for mastering grammar, while Longman English Grammar Practice offers practical exercises to enhance understanding The Cambridge Dictionary serves as a reliable reference for definitions and usage For a comprehensive approach, English Grammar 101 provides structured lessons, and TOPICA Native focuses on conversational grammar skills for effective communication in English.
Question 11: Learning through apps on mobile phones is popular recently, what apps do you want to suggest for learning online?