(Skkn mới nhất) to identify the common errors and patterns of mistakes made by high school students in subject verb agreement in their writing

sa ng ki en ki nh TABLE OF CONTENTS ng hi PART 1: INTRODUCTION em 1.1 Rationale for the study 1.2 Aims of the study w n 1.3 Subjects of the study lo ad 1.4 Scope of the study th 1.5 Methodology of the study yj uy 1.6 Organization of the study ip PART II: CONTENT OF THE STUDY la 2.1 Literature review lu an 2.2 Practical situation of the problem 100 va 2.3 Errors and their causes 112 n ll fu 2.4 Suggestion for teaching SVA in English writing 156 m oi 2.5 The effectiveness of the study 211 at nh PART III: CONCLUSION AND SUGGESTIONS 232 z 3.1 Conclusion 232 z vb 3.2 Suggestions 233 jm ht APPENDIX 255 k APPENDIX 25…………………………………………….………………… 27 m co l REFERENCES 3636 gm APPENDIX 3: Survey the urgency and feasibility of proposed solutions… 29 sa ng ki en PART 1: INTRODUCTION ki nh 1.1 Rationale ng For a long time, English has confirmed its position as an international hi em language It is considered as a useful tool to communicate with each other Therefore, it is not surprising when the number of English learners is growing w more than ever Together with the increasing need of studying English, great n lo efforts have been made in order to improve the quality of teaching and learning ad th this subject Textbooks have been renovated, new methods have been applied and yj various aspects of teaching English have been covered It is realized that uy ip description and analysis of students' errors play an important role in practical la teaching and learning; therefore, error analysis has been an interesting area which lu an has attracted the attention of an increasing number of researchers In fact, there n va are many famous ones in this field Typically, Corder and Richards have made a ll fu great contribution to the development of error analysis area - a main branch of oi m applied linguistics at nh Since Vietnamese and English have very distinct grammar systems, z Vietnamese students tend to encounter a lot of difficulties in acquiring the target z vb language Among these difficulties is the use of subject- verb agreement (SVA) in jm ht English writing It can not be denied that SVA is an important element in k grammar The correct use of SVA contributes to producing accurate sentences gm Moreover, SVA is so popular that nearly every sentence requires it Therefore, Province Failure to use SVA is a recurring problem in the students' writing It is the fact that the students usually make a lot of errors involving SVA when they write a paragraph or an essay If this continues, it can be a major obstacle to their success Besides, there seems to be a neglect of SVA in teaching materials, especially at low levels m experience of practising teaching English at Cat Ngan High school, Nghean co Another reason for my conducting this research results from my own l special attention has been paid to this item of grammar sa ng ki en Subject-verb agreement is a fundamental rule of English grammar that ki nh involves ensuring that the subject and verb of a sentence agree in number It is a ng crucial aspect of English writing and communication that can have a significant hi em impact on the clarity and effectiveness of a message However, many high school students struggle with subject-verb agreement, leading to errors in their writing w that can hinder their academic and professional success n lo This study is aimed at analyzing the errors made by high school students in ad th the use of subject-verb agreement in their English writing and proposes some yj solutions to address these errors By conducting a thorough examination of uy ip student writing samples, the study aims to identify common errors and patterns of la mistakes made by high school students It also seeks to explore the underlying lu an reasons for these errors, such as linguistic and educational factors n va Furthermore, the study will propose practical solutions to help students ll fu overcome these errors and improve their writing skills These solutions will take oi m into account the specific challenges that high school students face in learning and at nh applying subject-verb agreement rules They will also consider the importance of teaching grammar in context and using a variety of instructional strategies to z z support student learning vb jm ht Overall, this study is essential because it addresses a significant issue in high school English education and proposes solutions that can help students k analyzing subject-verb agreement errors and providing practical solutions, this 1.2 Aims of the study The main aims of the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions are as follows: ✓ To identify the common errors and patterns of mistakes made by high school students in subject-verb agreement in their writing m support students' language learning and proficiency co study can contribute to the development of effective instructional approaches that l gm improve their writing skills and achieve academic and professional success By sa ng ki en ✓ To explore the underlying reasons for these errors, including linguistic and ki nh educational factors ng ✓ To propose practical solutions to help students overcome these errors and hi em improve their writing skills ✓ To investigate the effectiveness of different instructional approaches in w teaching subject-verb agreement in the high school English classroom n lo ✓ To contribute to the development of effective instructional approaches for ad th teaching grammar in context and supporting student learning in English yj writing uy ip These aims are crucial in improving high school students' language proficiency la and ensuring their success in academic and professional contexts By identifying lu an and addressing the errors that students commonly make in subject-verb n va agreement, the study can help teachers design effective instructional strategies ll fu that support student learning and help them achieve their language learning goals oi m Ultimately, this study aims to contribute to the broader goal of improving at nh language education and empowering students to communicate effectively in English z z 1.3 Subjects of the study vb jm ht The subjects of the study include 200 students at Cat Ngan High school, Nghean Province One hundred of them are in the tenth form The rest are the k compulsory subject at school All of them are qualified enough to the test co l gm students who are in the eleventh form They have learned English as a m 1.4 Scope of the study The scope of the study on an analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions includes the following: • The study will focus on high school students' writing in English and will examine their use of subject-verb agreement sa ng ki en • The study will analyze a sample of writing from high school students to ki nh identify common errors and patterns of mistakes made in subject-verb ng agreement hi em • The study will explore the underlying reasons for these errors, including linguistic and educational factors w • The study will propose practical solutions to help students overcome these n lo errors and improve their writing skills, with a focus on instructional ad th approaches that are relevant and effective for high school students yj • The study will evaluate the effectiveness of different instructional uy ip approaches in teaching subject-verb agreement in the high school English la classroom lu an The study will not cover other aspects of English grammar or writing, such as n va punctuation, syntax, or vocabulary Additionally, the study will not compare the ll fu writing of high school students to that of other age groups or proficiency levels oi m The scope of the study is limited to high school students in the context of English at nh writing and subject-verb agreement z 1.5 Methodology of the study z vb The research methodology of the study on an analysis of errors made by k some solutions will involve the following steps: jm ht high school students in the use of subject-verb agreement in English writing and gm ▪ Sample selection: The study will select a sample of high school students' m co diversity in the sample l writing in English, from a range of different schools and regions to ensure ▪ Data collection: The study will collect data by analyzing the selected writing samples for errors in subject-verb agreement The data will be analyzed using both qualitative and quantitative methods to identify common errors and patterns of mistakes made by high school students ▪ Analysis of results: The study will analyze the results of the data collected, to identify the most common errors and patterns of mistakes made by high sa ng ki en school students The analysis will also explore the underlying reasons for ki nh these errors, including linguistic and educational factors ng ▪ Development of solutions: The study will propose practical solutions to hi em help students overcome these errors and improve their writing skills These solutions will be developed based on the results of the data analysis and w will take into account the specific challenges that high school students face n lo in learning and applying subject-verb agreement rules ad th ▪ Evaluation of solutions: The study will evaluate the effectiveness of yj different instructional approaches in teaching subject-verb agreement in the uy ip high school English classroom The evaluation will involve assessing the la impact of the proposed solutions on students' writing skills and language lu an proficiency n va The research methodology will include a mixed-methods approach, using both ll fu qualitative and quantitative methods to ensure a comprehensive analysis of the oi m data Qualitative methods, such as content analysis, will be used to identify at nh patterns and themes in the data Quantitative methods, such as statistical analysis, will be used to analyze the frequency and distribution of errors The study will z z also draw on relevant literature and previous research to inform the development vb jm ht of solutions and evaluation of their effectiveness 1.6 Organization of the study k subject-verb agreement in English writing and some solutions will be organized co l gm The study on an analysis of errors made by high school students in the use of m in the following sections: - Introduction: This section will provide an overview of the study's aims, scope, and methodology, as well as the importance of the topic - Literature Review: This section will review relevant literature on subjectverb agreement in English writing, including previous studies, theoretical frameworks, and instructional approaches sa ng ki en - Methodology: This section will describe the research methodology used in ki nh the study, including the sample selection, data collection, and analysis ng methods hi em - Results: This section will present the results of the data analysis, including common errors and patterns of mistakes made by high school students in w subject-verb agreement, and the underlying reasons for these errors n lo - Solutions: This section will propose practical solutions to help students ad th overcome errors in subject-verb agreement and improve their writing skills yj These solutions will be developed based on the results of the data analysis uy ip and will take into account the specific challenges that high school students la face in learning and applying subject-verb agreement rules lu an - Evaluation: This section will evaluate the effectiveness of different n va instructional approaches in teaching subject-verb agreement in the high ll fu school English classroom The evaluation will involve assessing the impact oi m of the proposed solutions on students' writing skills and language at nh proficiency - Conclusion: This section will summarize the main findings of the study, the z z practical implications for teaching subject-verb agreement in English vb jm ht writing, and directions for future research The organization of the study will follow a logical flow, moving from the k and conclusion Each section will build on the previous one, providing a m in English writing and practical solutions to help them overcome these errors co comprehensive analysis of high school students' errors in subject-verb agreement l gm introduction to the literature review, methodology, results, solutions, evaluation, sa ng ki en PART II: CONTENT OF THE STUDY ki nh 2.1 Literature review ng 2.1.1 The overview of subject-verb agreement (SVA) in English grammar hi em Subject-verb agreement (SVA) is a fundamental concept in English grammar that refers to the proper matching of the subject and verb in a sentence w In English, a verb must agree with its subject in number, which means that a n lo singular subject takes a singular verb, and a plural subject takes a plural verb For ad th example, "He walks to school" (singular subject and verb) and "They walk to yj school" (plural subject and verb) uy ip The most basic rule of SVA is that a singular subject takes a singular verb, la and a plural subject takes a plural verb However, there are several different cases lu an and exceptions to this rule, including subject-verb agreement with compound n va subjects, collective nouns, indefinite pronouns, and more ll fu The correct use of SVA is important in English writing and oi m communication, as it helps to ensure clarity and grammatical correctness Errors at nh in SVA can cause confusion and make the message difficult to understand z Therefore, a proper understanding of SVA is crucial for effective z vb communication and successful writing in English By understanding the rules and jm ht exceptions of SVA, writers can create clear and effective sentences that k communicate their message accurately match in either being singular or plural In other words, if the subject of a sentence is singular, the verb should be singular, and if the subject of a sentence is plural, the verb should be plural This rule applies to almost all verb tenses in English A correct understanding and use of subject-verb agreement is important in writing and speaking English, as it helps to ensure clarity and grammatical correctness 2.1.3 Types of subject-verb agreement and their principles m need for the subject and verb in a sentence to agree in number, that is, they should co Subject-verb agreement is a grammatical rule in English that refers to the l gm 2.1.2 Definition of subject-verb agreement sa ng ki en There are several types of subject-verb agreement in English, and each type ki nh follows a specific principle or rule The main types of subject-verb agreement and ng their principles are: hi em ✓ Basic SVA: In the simplest form of SVA, the verb agrees with the number of the subject For example, "He walks to the park" (singular subject and w verb) and "They walk to the park" (plural subject and verb) n lo ✓ SVA with compound subjects: When a sentence has a compound subject, ad th which means it has more than one subject joined by a conjunction, the verb yj agrees with the number of the compound subject For example, "John and uy ip Mary play football" (plural subject and verb) and "The dog or the cat la chases the mouse" (singular subject and verb) an lu ✓ SVA with collective nouns: Collective nouns are words that refer to a n va group of people or things as a single entity, such as "team", "family", or ll fu "government" In SVA with collective nouns, the verb agrees with the oi m context of the noun For example, "The team is practicing for the game" at nh (singular verb, as the team is acting as a single entity) and "The team are arguing with each other" (plural verb, as the team members are acting as z z individuals) vb jm ht ✓ SVA with indefinite pronouns: Indefinite pronouns, such as "everyone", "someone", and "anyone", are singular and require a singular verb k example, "Everyone is here" (singular verb) and "Some of the people are co l gm However, when used in a plural sense, they require a plural verb For m leaving" (plural verb) ✓ SVA with complex sentence structures: In complex sentence structures, such as subject-verb inversion, questions, or clauses, the verb agrees with the subject, regardless of its position in the sentence For example, "In the garden, the flowers bloom" (singular subject and verb) and "What are the children doing?" (plural subject and verb) Understanding the principles of each type of SVA is essential for proper English grammar usage and effective communication By applying the correct rules of sa ng ki en SVA, speakers and writers can avoid common mistakes and create clear and ki nh grammatically correct sentences ng 2.2 Practical situation of the problem hi em 2.2.1 In terms of teachers at Cat Ngan High School a Advantages: w ➢ Opportunity to work with diverse students: The English teachers at Cat n lo Ngan High School get to work with a diverse group of students from ad th different backgrounds, which provides an opportunity to learn about yj different cultures and customs uy ip ➢ Availability of teaching resources: The school provides English teachers la with a wide range of teaching resources such as textbooks, workbooks, lu an videos, and other teaching aids, which can make teaching more effective n va and engaging ll fu ➢ Supportive work environment: The teachers at Cat Ngan High School are oi m likely to find a supportive work environment, with a collaborative and motivated and enthusiastic students at nh supportive team of colleagues, a caring and helpful administration, and z z b Disadvantages: vb jm ht ➢ Large class sizes: One of the biggest challenges that English teachers at Cat Ngan High School may face is large class sizes This can make it difficult k engaged and participating in the lesson aspects of the English language Teachers may need to supplement with their own resources or improvise ➢ Limited access to technology: The school may not have enough access to technology such as computers, projectors, or the internet, which can limit the variety of teaching methods and resources that teachers can use This 10 m resources, they may be limited in scope, or not enough to cover all the co ➢ Limited teaching resources: While the school does provide some teaching l gm to give individual attention to each student and to ensure that everyone is sa ng ki en Credit/Good ki Students nh Class ng em 10B Weak (%) TS % TS % TS % 40 12 30 17 42.5 11 27.5 35 17 12 34 17 49 hi 10A Passing (%) (%) w n Table shows the test results before applying the techniques to improve students' lo ad English writing skills It indicates that in Class 10A, only students out of 40 th (15%) received a credit or good grade, while 25 students (60%) had weak yj uy performance Similarly, in Class 10B, only students out of 75 (5.7%) received a ip credit or good grade, while 25 students (71.4%) performed weakly la an lu Table shows the results obtained after the second stage of the study, which involved applying techniques to improve students' English writing skills The va n table shows that in Class 10A, 12 students out of 40 (30%) received a credit or fu ll good grade, an increase from the previous students (15%) The percentage of m oi passing students also increased from 25% to 42.5%, while the percentage of weak nh performers decreased from 60% to 27.5% In Class 10B, students out of 75 at z (17%) received a credit or good grade, an improvement from the previous z vb students (5.7%) The percentage of passing students also increased from 22.8% to ht jm 34%, while the percentage of weak performers decreased from 71.4% to 49% k The tables indicate that the techniques applied to improve students' English techniques used and identify any areas for further improvement 22 m further analysis would be required to determine the specific effectiveness of the co achieving credit or good grades and fewer students performing weakly However, l gm writing skills had a positive impact on their performance, with more students sa ng ki en PART III: CONCLUSION AND SUGGESTIONS ki nh 3.1 Conclusion ng In conclusion, the study on an analysis of errors made by high school students in hi em the use of subject-verb agreement (SVA) in English writing and proposing solutions highlights the importance of SVA in English grammar and the common w errors made by high school students in this area The study has demonstrated that n lo students often make errors in SVA due to a lack of understanding of the rules, ad th first language interference, carelessness, and lack of practice yj The study has proposed practical solutions for addressing SVA errors in high uy ip school students, including the use of exercises and activities that reinforce SVA la rules, providing clear and concise explanations of the rules, and providing lu an feedback and correction of errors The study emphasizes the importance of these n va strategies in improving students' writing skills and their overall language learning ll fu Overall, the study is a valuable contribution to the field of English language oi m teaching and learning, providing insights into the common errors made by high at nh school students in SVA and offering practical solutions to address these errors z The findings of the study can inform curriculum development, teacher training, z vb and instructional materials in English language education, ultimately leading to jm ht improved writing skills and language proficiency among high school students k 3.2 Suggestions gm Here are some suggestions for further improving the study on an analysis of size to include a larger number of high school students from different regions and with different language backgrounds This would help to ensure that the findings are more representative and generalizable Use a mixed-methods approach: The study could benefit from using a mixedmethods approach, combining qualitative and quantitative data This would 23 m Increase the sample size: The study could be improved by increasing the sample co English writing and proposing solutions: l errors made by high school students in the use of subject-verb agreement in sa ng ki en provide a more comprehensive understanding of the errors made by high school ki nh students in SVA and the factors that contribute to these errors ng Include a longitudinal study: A longitudinal study that follows the progress of hi em high school students over time could provide valuable insights into the effectiveness of different strategies for addressing SVA errors in writing and the w factors that contribute to improvement n lo Consider the impact of technology: The study could explore the impact of ad th technology on SVA errors in writing, particularly given the increasing use of yj technology in education This could include examining the role of grammar- uy ip checking software and other technological tools in addressing SVA errors la Expand the study to other areas of grammar: The study could be expanded to lu an include other areas of grammar where high school students commonly make n va errors, such as verb tense or pronoun usage This would provide a more ll fu comprehensive understanding of the challenges faced by high school students in oi m writing in English and offer insights into effective strategies for addressing these at nh challenges z z vb k jm ht m co l gm 24 sa ng ki en APPENDIX ki nh PRE- TEST ng hi em Time: 60 minutes w Class: Full name: n lo School: ad th yj Section 1: Choose the correct answer: uy ip (Chọn đáp án thích hợp nhất) la The police showing him the way to the theater now lu B have been an A is n va Traffic a big problem in cities C are B are C have been ll fu A is B are C were C are vb B have been z A is z Every man and woman asked to vote every year at nh A is oi m Nobody, not even the teachers listening to this song now jm ht My life and Hard times about amusing incidents in James Thurber's B tell C tells C are Tom, accompanied by his friends going to the meeting tonight A are B has been C is Not only my parents, but also my aunt with that idea A agrees B have agreed C agree Section 2: Write sentences with the words given below, using simple present (Hãy viết câu dựa vào từ cho sẵn, sử dụng ở thì hiện tại đơn) Gold/ silver/ precious/ tournaments 25 m B is co A have been l A number like 10 billion hard to comprehend gm A have told k childhood sa ng ki en ki nh Here/ come/ buses ng hi em / class/ often/ disagree/ themselves/ plans w Everything/ look/ new/ beautiful/ today n lo ad th Twenty miles/ length/ race yj uy ip The Bat and the Ball/ sell/ good/ beer/ food la lu an / piano/ as well as/ organ/ play/ big/ concert n va ll fu Noone/ exept/ his/ fellows/ here oi m at nh z z vb k jm ht m co l gm 26 sa ng ki en APPENDIX ki nh POST - TEST ng hi em Full name: w School: Class: n lo ad th I Translate these following sentences into English: yj Mọi người chuẩn bị đón tết uy ip la Cả Mary lẫn cha mẹ cô đều chưa từng xem bộ phim này lu an n va Chiếc quần bò xanh của ở máy giặt ll fu oi m Năm mươi phút thì không đủ thời gian để làm bài kiểm tra này z Tổ chức này hoạt động được năm rồi at nh z II: Put the verb in brackets into the correct tense: simple present, or present perfect Aerobics (be) difficult for me There (be) a book and pens on the table He (read) The Times every day Several of the students just (decide) to withdraw from the course 27 m Không phải John mà là Peter và Robert huýt sáo co l gm Cô ấy học giỏi tiếng Anh k jm ht Bi a là môn thể thao ưa thích của vb sa ng ki en Bread and butter (become) my favorite after-school snack until now ki nh A great number of visitors (come) there to enjoy the beautiful scenery ng recently hi em A majority of students (believe) that we are in no danger On the lawn (be) some beds or roses w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 28 sa ng ki en APPENDIX ki nh ng SURVEY THE URGENCY AND FEASIBILITY hi em OF PROPOSED SOLUTIONS I Purpose of the survey w The survey aims to gather data on the frequency and types of errors made by high n lo school students in their English writing, as well as their awareness of these errors ad th and their perceived difficulty in avoiding them Additionally, the survey seeks to yj determine the feasibility and potential effectiveness of proposed solutions, such uy ip as targeted instruction on subject-verb agreement, the use of interactive exercises la or quizzes, or peers feedback and review lu an Overall, the survey aims to provide insight into the current state of subject-verb n va agreement in high school students' English writing, and to inform potential ll fu solutions that can help improve their proficiency in this area By identifying the oi m urgency of the issue and evaluating the feasibility of proposed solutions, the and learning subject-verb agreement in English writing at nh survey seeks to contribute to the development of effective strategies for teaching z z Survey content and methods vb The survey content focuses on 02 main issues: k jm ht 2.1 Contents Are the proposed solutions feasible to the current research problem? The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from to 4): Not urgent; Less urgent; Urgent and Very urgent Not feasible; less feasible; Feasible and Very Feasible - Calculate the average score according to software Average - Survey the urgency and feasibility of the proposed solution + Survey form for teachers 29 m Survey methods and rating scales co 2.2 l gm Are the proposed solutions really urgent to the current research problem? sa ng ki en Please take the time to carefully read and objectively answer the following ki nh questions accurately and objectively by checking ( X ) uniquely in the box of the ng selected option hi em Degree Question 1: according to the w teacher, is it really necessary to Not urgent Less Very Urgent urgent urgent n lo apply the study: An analysis of ad th errors made by high school yj students in the use of subjectin English la writing and some solutions? ip agreement uy verb apply the study: An analysis of feasible Little Very Feasible feasible feasible n va Not an lu Question 2: Is it feasible to ll fu errors made by high school in English at nh agreement oi verb m students in the use of subject- writing and some solutions? z z vb Survey Forms for Students We urge you to please take the time to read carefully and answer the following Less it really necessary to apply the urgent urgent study: An analysis of errors made by high school students in the use of subject-verb agreement in English writing and some solutions? 30 Urgent Very urgent m Not co l Degree Question 1: In your opinion, is gm questions correctly by ticking (X) uniquely in the box of the selected option k jm ht - sa ng ki Not Little feasible feasible en Question 2: In your opinion, is ki nh it feasible to apply the study: Very Feasible feasible ng An analysis of errors made by hi em high school students in the use of subject-verb agreement in w English writing and some n lo solutions? ad th yj Respondents uy Compilation of survey subjects ip Amount English teachers of high schools in the district 28 an lu Object la TT va 75 n 10 grade students, at experimental classes at the ll fu work school oi m nh Survey results on the urgency and feasibility of proposed solutions at 4.1 The urgency of the proposed solution z vb Degree k jm ht Table 1: For teachers Solutions to discuss z Assess the urgency of the proposed solution necessary to apply the study: An urgent urgent 0/28 1/28 Urgent Very urgent co Less subject-verb agreement in English m analysis of errors made by high school students in the use of 5/28 22/28 writing and some solutions? Table 2: For students Solutions to discuss In your opinion, is it really necessary to apply the study: An l Not gm According to you, is it really Degree Not Less urgent urgent 31 Urgent Very urgent sa ng ki en analysis of errors made by high ki nh school students in the use of 0/75 5/75 20/75 50/75 ng subject-verb agreement in English hi em writing and some solutions? by Average software Table 3: Calculate average score Parameters w Solutions n TT lo Level ad th According to you, is it really necessary to apply yj school students in the use of subject-verb in English la agreement writing and Very 3,75 ip uy the study: An analysis of errors made by high urgent some lu an solutions? va n In your opinion, is it really urgent to apply the fu study: An analysis of errors made by high school ll Very 3,6 urgent oi students in the use of subject-verb agreement in m at nh English writing and some solutions? z z vb From the data obtained in the table above, the following observations can be ht jm drawn: k The table shows that out of the 28 teachers surveyed, none of them rated the to address the errors made by high school students in the use of subject-verb agreement in English writing are needed as soon as possible The table serves as a valuable tool for gathering the opinions of teachers and assessing the urgency of proposed solutions It can help to inform decisionmaking and prioritization of resources for addressing the issue of subject-verb agreement errors in high school students' English writing 32 m the majority of teachers believe that the study is highly urgent and that solutions co rated it as "Urgent," and 22 teachers rated it as "Very urgent." This indicates that l gm solution as "Not urgent," only one teacher rated it as "Less urgent," five teachers sa ng ki en The average scores of the four levels are: ki nh ng hi The table shows that out of the 75 students surveyed, none of them rated the em solution as "Not urgent," five students rated it as "Less urgent," 20 students rated it as "Urgent," and 50 students rated it as "Very urgent." This indicates that the w n majority of students believe that the study is highly urgent and that solutions to lo ad address the errors made by high school students in the use of subject-verb th agreement in English writing are needed as soon as possible yj uy The table serves as a valuable tool for gathering the opinions of students and ip assessing the urgency of proposed solutions It can help to inform decision- la making and prioritization of resources for addressing the issue of subject-verb lu an agreement errors in high school students' English writing Additionally, it va n highlights the importance of involving students in the decision-making process fu ll and valuing their input on issues that directly affect their learning oi m The average scores of the four levels are: nh at 4.2 Feasibility of proposed solutions z z Assess the feasibility of proposed solutions vb Table 1: For teachers changes in testing feasible feasible Feasible Very feasible 0/28 in learning English? 1/28 4/28 23/28 Table 2: For students Solutions to discuss Degree In your opinion, is it feasible to apply some effective changes in Not Little testing feasible feasible 33 Feasible Very feasible m co assessment to enhance students’ interest l effective Little gm some Not k In your opinion, is it feasible to apply jm Degree ht Solutions to discuss sa ng ki en assessment to enhance students’ interest ki 0/75 5/75 10/75 60/75 nh in learning English? ng Table 3: Calculate average score by Average software hi Parameters em TT Solutions Level w In your opinion, is it feasible to apply some n lo Very 3,78 ad effective changes in testing assessment to feasible th enhance students’ interest in learning English? yj In your opinion, is it feasible to apply some uy Very 3,73 ip effective changes in testing assessment to la feasible enhance students’ interest in learning English? an lu va n From the data obtained in the table above, the following observations can be ll fu drawn: m oi The table shows that out of the 28 teachers surveyed, none of them rated the nh solution as "Not feasible," only one teacher rated it as "Little feasible," four at z teachers rated it as "Feasible," and 23 teachers rated it as "Very feasible." This z vb indicates that the majority of teachers believe that implementing effective ht k feasible jm changes in testing assessment to enhance students' interest in learning English is rated it as "Feasible," and 60 students rated it as "Very feasible." This indicates that the majority of students believe that implementing effective changes in testing assessment to enhance their interest in learning English is highly feasible The average scores of the four levels are: The tables presented in this study were designed to assess the urgency and feasibility of proposed solutions for improving the use of subject-verb agreement 34 m solution as "Not feasible," five students rated it as "Little feasible," 10 students co The table shows that out of the 75 students surveyed, none of them rated the l gm The average scores of the four levels are: sa ng ki en in English writing among high school students in Cat Ngan High School, Nghean ki nh province ng Table and Table assessed the urgency of the proposed solution from the hi em perspective of teachers and students, respectively Both tables showed that the majority of respondents believe that the proposed solution is urgent and w necessary n lo The feasibility of the proposed solution was also assessed in Table and Table ad th In both tables, the majority of respondents believe that the proposed solution is yj feasible, indicating that effective changes in testing assessment to enhance uy ip students' interest in learning English are possible la In conclusion, the study highlights the importance of addressing errors in subject- lu an verb agreement in English writing among high school students The majority of n va both teachers and students agree that effective changes in testing assessment to ll fu enhance students' interest in learning English are urgent and feasible These oi m findings can help inform the development of strategies and plans to improve the at nh quality of English writing among high school students in Cat Ngan High School, Nghe An province z z vb k jm ht m co l gm 35 sa ng ki en REFERENCES ki nh ng Reference books in English hi em Agee and Kline (1985) The basic writer’s book, New Jersey: Practice Hall Allright, R L.(1975) Problems in the Study of the language Teachers' w Treatment of Learner Errors: Cambridge University press n lo Corder, S.P (1974) Error Analysis, the Edinburgh Course in Applied ad th Linguistics, Vol 3: Oxford University Press yj Corder, S.P (1945) Teaching and Learning English as a Foreign Language, uy ip Ann Arbor: University of Michigan Press la Edge, J (1989) Mistakes and Correction, London: Longman lu an Ellis, R (1997) SLA Research and Language Teaching, Oxford: Oxford n va University Press ll fu Dulay et al (1982) Language Two Oxford, Oxford University Press oi m Hendrickson, J.M (1977) The Effects of Error Correction Treatments upon at nh Adequate and Accurate Communication in the Written Compositions of Adult z Learners of English as a Second Language, Unpublished Ph D dissertation: The z vb Ohio State University jm ht James, C (1998) Errors in Language Learning and Use: Exploring Error k Analysis London: Longman m co l gm 10 Lado, R (1957) Linguistics across cultures: University of Michigan Press 36