(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 en ki nh ki 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 a lo 1.4 Scope of the study d th 1.5 Methodology of the study yj uy 1.6 Organization of the study la ip PART II: CONTENT OF THE STUDY 2.1 Literature review an lu 2.2 Practical situation of the problem 100 va 2.3 Errors and their causes 112 n m ll fu 2.4 Suggestion for teaching SVA in English writing 156 oi 2.5 The effectiveness of the study 211 a nh PART III: CONCLUSION AND SUGGESTIONS 232 tz 3.1 Conclusion 232 z vb 3.2 Suggestions 233 ht APPENDIX 255 jm k APPENDIX 25…………………………………………….………………… 27 om l.c REFERENCES 3636 gm APPENDIX 3: Survey the urgency and feasibility of proposed solutions… 29 sa ng en ki PART 1: INTRODUCTION nh ki 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 a lo efforts have been made in order to improve the quality of teaching and learning d 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 la ip description and analysis of students' errors play an important role in practical teaching and learning; therefore, error analysis has been an interesting area which an lu 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 m ll fu great contribution to the development of error analysis area - a main branch of applied linguistics oi a nh Since Vietnamese and English have very distinct grammar systems, tz 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 ht English writing It can not be denied that SVA is an important element in jm 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, experience of practising teaching English at Cat Ngan High school, Nghean 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 om l.c Another reason for my conducting this research results from my own special attention has been paid to this item of grammar sa ng en ki Subject-verb agreement is a fundamental rule of English grammar that nh ki involves ensuring that the subject and verb of a sentence agree in number It is a hi ng crucial aspect of English writing and communication that can have a significant 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 a lo This study is aimed at analyzing the errors made by high school students in d the use of subject-verb agreement in their English writing and proposes some th 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 an lu reasons for these errors, such as linguistic and educational factors n va Furthermore, the study will propose practical solutions to help students m ll fu overcome these errors and improve their writing skills These solutions will take into account the specific challenges that high school students face in learning and oi a nh applying subject-verb agreement rules They will also consider the importance of tz teaching grammar in context and using a variety of instructional strategies to z support student learning vb ht Overall, this study is essential because it addresses a significant issue in jm high school English education and proposes solutions that can help students k study can contribute to the development of effective instructional approaches that support students' language learning and proficiency 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 om l.c analyzing subject-verb agreement errors and providing practical solutions, this gm improve their writing skills and achieve academic and professional success By (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki ✓ To explore the underlying reasons for these errors, including linguistic and nh ki educational factors hi ng ✓ To propose practical solutions to help students overcome these errors and 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 a lo ✓ To contribute to the development of effective instructional approaches for d teaching grammar in context and supporting student learning in English th 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 an lu and addressing the errors that students commonly make in subject-verb n va agreement, the study can help teachers design effective instructional strategies m ll fu that support student learning and help them achieve their language learning goals Ultimately, this study aims to contribute to the broader goal of improving oi a nh language education and empowering students to communicate effectively in tz English z 1.3 Subjects of the study vb ht The subjects of the study include 200 students at Cat Ngan High school, jm Nghean Province One hundred of them are in the tenth form The rest are the k 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c compulsory subject at school All of them are qualified enough to the test gm students who are in the eleventh form They have learned English as a (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki • The study will analyze a sample of writing from high school students to nh ki identify common errors and patterns of mistakes made in subject-verb hi ng agreement 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 a lo errors and improve their writing skills, with a focus on instructional d th approaches that are relevant and effective for high school students yj • The study will evaluate the effectiveness of different instructional uy la ip approaches in teaching subject-verb agreement in the high school English classroom an lu 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 m ll fu writing of high school students to that of other age groups or proficiency levels The scope of the study is limited to high school students in the context of English oi a nh writing and subject-verb agreement tz 1.5 Methodology of the study z vb The research methodology of the study on an analysis of errors made by ht high school students in the use of subject-verb agreement in English writing and k jm some solutions will involve the following steps: gm ▪ Sample selection: The study will select a sample of high school students' ▪ 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c diversity in the sample writing in English, from a range of different schools and regions to ensure (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki school students The analysis will also explore the underlying reasons for nh ki these errors, including linguistic and educational factors hi ng ▪ Development of solutions: The study will propose practical solutions to 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 a lo in learning and applying subject-verb agreement rules d ▪ Evaluation of solutions: The study will evaluate the effectiveness of th 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 an lu proficiency n va The research methodology will include a mixed-methods approach, using both m ll fu qualitative and quantitative methods to ensure a comprehensive analysis of the data Qualitative methods, such as content analysis, will be used to identify oi a nh patterns and themes in the data Quantitative methods, such as statistical analysis, tz will be used to analyze the frequency and distribution of errors The study will z also draw on relevant literature and previous research to inform the development vb ht of solutions and evaluation of their effectiveness jm 1.6 Organization of the study k 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c subject-verb agreement in English writing and some solutions will be organized gm The study on an analysis of errors made by high school students in the use of (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki - Methodology: This section will describe the research methodology used in nh ki the study, including the sample selection, data collection, and analysis hi ng methods 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 a lo - Solutions: This section will propose practical solutions to help students d overcome errors in subject-verb agreement and improve their writing skills th 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 an lu - Evaluation: This section will evaluate the effectiveness of different n va instructional approaches in teaching subject-verb agreement in the high m ll fu school English classroom The evaluation will involve assessing the impact of the proposed solutions on students' writing skills and language oi a nh proficiency tz - Conclusion: This section will summarize the main findings of the study, the z practical implications for teaching subject-verb agreement in English vb ht writing, and directions for future research jm The organization of the study will follow a logical flow, moving from the k comprehensive analysis of high school students' errors in subject-verb agreement in English writing and practical solutions to help them overcome these errors (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c and conclusion Each section will build on the previous one, providing a gm introduction to the literature review, methodology, results, solutions, evaluation, (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki PART II: CONTENT OF THE STUDY nh ki 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 a lo singular subject takes a singular verb, and a plural subject takes a plural verb For d th example, "He walks to school" (singular subject and verb) and "They walk to yj school" (plural subject and verb) uy la ip The most basic rule of SVA is that a singular subject takes a singular verb, and a plural subject takes a plural verb However, there are several different cases an lu and exceptions to this rule, including subject-verb agreement with compound n va subjects, collective nouns, indefinite pronouns, and more m ll fu The correct use of SVA is important in English writing and communication, as it helps to ensure clarity and grammatical correctness Errors oi a nh in SVA can cause confusion and make the message difficult to understand tz Therefore, a proper understanding of SVA is crucial for effective z vb communication and successful writing in English By understanding the rules and ht exceptions of SVA, writers can create clear and effective sentences that jm k communicate their message accurately need for the subject and verb in a sentence to agree in number, that is, they should 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c Subject-verb agreement is a grammatical rule in English that refers to the gm 2.1.2 Definition of subject-verb agreement (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki There are several types of subject-verb agreement in English, and each type nh ki follows a specific principle or rule The main types of subject-verb agreement and hi ng their principles are: 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 a lo ✓ SVA with compound subjects: When a sentence has a compound subject, d which means it has more than one subject joined by a conjunction, the verb th 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 m ll fu "government" In SVA with collective nouns, the verb agrees with the context of the noun For example, "The team is practicing for the game" oi a nh (singular verb, as the team is acting as a single entity) and "The team are tz arguing with each other" (plural verb, as the team members are acting as z individuals) vb ht ✓ SVA with indefinite pronouns: Indefinite pronouns, such as "everyone", jm "someone", and "anyone", are singular and require a singular verb k 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c example, "Everyone is here" (singular verb) and "Some of the people are gm However, when used in a plural sense, they require a plural verb For (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki SVA, speakers and writers can avoid common mistakes and create clear and nh ki grammatically correct sentences hi ng 2.2 Practical situation of the problem 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 a lo Ngan High School get to work with a diverse group of students from d different backgrounds, which provides an opportunity to learn about th 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, an lu videos, and other teaching aids, which can make teaching more effective n va and engaging m ll fu ➢ Supportive work environment: The teachers at Cat Ngan High School are likely to find a supportive work environment, with a collaborative and oi tz motivated and enthusiastic students a nh supportive team of colleagues, a caring and helpful administration, and z b Disadvantages: vb ht ➢ Large class sizes: One of the biggest challenges that English teachers at Cat jm Ngan High School may face is large class sizes This can make it difficult k ➢ Limited teaching resources: While the school does provide some teaching resources, they may be limited in scope, or not enough to cover all the 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c engaged and participating in the lesson gm to give individual attention to each student and to ensure that everyone is (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki Credit/Good nh ki Class Students 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' a lo English writing skills It indicates that in Class 10A, only students out of 40 d 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 la ip credit or good grade, while 25 students (71.4%) performed weakly 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 m ll good grade, an increase from the previous students (15%) The percentage of oi passing students also increased from 25% to 42.5%, while the percentage of weak a nh performers decreased from 60% to 27.5% In Class 10B, students out of 75 tz (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 further analysis would be required to determine the specific effectiveness of the techniques used and identify any areas for further improvement 22 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c achieving credit or good grades and fewer students performing weakly However, gm writing skills had a positive impact on their performance, with more students (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki PART III: CONCLUSION AND SUGGESTIONS nh ki 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 a lo students often make errors in SVA due to a lack of understanding of the rules, d th first language interference, carelessness, and lack of practice yj The study has proposed practical solutions for addressing SVA errors in high uy la ip school students, including the use of exercises and activities that reinforce SVA rules, providing clear and concise explanations of the rules, and providing an lu 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 m ll fu Overall, the study is a valuable contribution to the field of English language teaching and learning, providing insights into the common errors made by high oi a nh school students in SVA and offering practical solutions to address these errors tz The findings of the study can inform curriculum development, teacher training, z vb and instructional materials in English language education, ultimately leading to ht improved writing skills and language proficiency among high school students jm k 3.2 Suggestions gm Here are some suggestions for further improving the study on an analysis of Increase the sample size: The study could be improved by increasing the sample 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c English writing and proposing solutions: errors made by high school students in the use of subject-verb agreement in (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki provide a more comprehensive understanding of the errors made by high school nh ki students in SVA and the factors that contribute to these errors hi ng Include a longitudinal study: A longitudinal study that follows the progress of 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 a lo Consider the impact of technology: The study could explore the impact of d technology on SVA errors in writing, particularly given the increasing use of th 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 an lu 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 m ll fu comprehensive understanding of the challenges faced by high school students in writing in English and offer insights into effective strategies for addressing these oi tz a nh challenges z vb ht k jm om l.c gm 24 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki APPENDIX nh ki PRE- TEST hi ng em Time: 60 minutes w Class: Full name: n a lo School: d th yj Section 1: Choose the correct answer: uy la ip (Chọn đáp án thích hợp nhất) The police showing him the way to the theater now an lu A is B have been n va Traffic a big problem in cities C are B are C have been m ll fu A is Nobody, not even the teachers listening to this song now oi B are C were C are vb B have been z A is tz Every man and woman asked to vote every year a nh A is ht My life and Hard times about amusing incidents in James Thurber's jm B tell C tells B is 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c A have been A number like 10 billion hard to comprehend gm A have told k childhood (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki nh ki Here/ come/ buses hi ng em / class/ often/ disagree/ themselves/ plans w Everything/ look/ new/ beautiful/ today n a lo d Twenty miles/ length/ race th yj uy ip The Bat and the Ball/ sell/ good/ beer/ food la an lu / piano/ as well as/ organ/ play/ big/ concert n va m ll fu Noone/ exept/ his/ fellows/ here oi tz a nh z vb ht k jm om l.c gm 26 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki APPENDIX nh ki POST - TEST hi ng em Full name: w School: Class: n a lo d 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 an lu n va Chiếc quần bò xanh của ở máy giặt m ll fu Năm mươi phút thì không đủ thời gian để làm bài kiểm tra này oi tz Tổ chức này hoạt động được năm rồi a nh z ht Bi a là môn thể thao ưa thích của vb Không phải John mà là Peter và Robert huýt sáo 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c gm Cô ấy học giỏi tiếng Anh k jm (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki Bread and butter (become) my favorite after-school snack until now nh ki A great number of visitors (come) there to enjoy the beautiful scenery hi ng recently em A majority of students (believe) that we are in no danger On the lawn (be) some beds or roses w n a lo d th yj uy la ip an lu n va oi m ll fu tz a nh z vb ht k jm om l.c gm 28 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki APPENDIX nh ki hi ng SURVEY THE URGENCY AND FEASIBILITY 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 a lo school students in their English writing, as well as their awareness of these errors d and their perceived difficulty in avoiding them Additionally, the survey seeks to th 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 an lu 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 m ll fu solutions that can help improve their proficiency in this area By identifying the urgency of the issue and evaluating the feasibility of proposed solutions, the oi tz and learning subject-verb agreement in English writing a nh survey seeks to contribute to the development of effective strategies for teaching z Survey content and methods vb ht 2.1 Contents k jm The survey content focuses on 02 main issues: 2.2 Survey methods and rating scales 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c Are the proposed solutions feasible to the current research problem? gm Are the proposed solutions really urgent to the current research problem? (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki Please take the time to carefully read and objectively answer the following nh ki questions accurately and objectively by checking ( X ) uniquely in the box of the hi ng selected option em Degree Question 1: according to the w teacher, is it really necessary to Not urgent Less Very Urgent urgent urgent n a lo apply the study: An analysis of d th errors made by high school yj students in the use of subjectin English la writing and some solutions? ip agreement uy verb an lu Not apply the study: An analysis of feasible Little feasible m ll fu students in the use of subjectEnglish a nh in oi agreement feasible n errors made by high school verb Very Feasible va Question 2: Is it feasible to tz writing and some solutions? z vb Survey Forms for Students ht - Not Less it really necessary to apply the urgent 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing Very urgent om l.c Degree Question 1: In your opinion, is gm questions correctly by ticking (X) uniquely in the box of the selected option k jm We urge you to please take the time to read carefully and answer the following (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki Question 2: In your opinion, is nh ki it feasible to apply the study: Not Little feasible feasible Very Feasible feasible hi ng An analysis of errors made by em high school students in the use of subject-verb agreement in w English writing and some n a lo solutions? d th yj Respondents uy Compilation of survey subjects ip English teachers of high schools in the district 28 10 grade students, at experimental classes at the va 75 n Amount an lu Object la TT oi m ll fu work school 4.1 The urgency of the proposed solution vb ht Table 1: For teachers Degree k jm Solutions to discuss z Assess the urgency of the proposed solution tz a nh Survey results on the urgency and feasibility of proposed solutions necessary to apply the study: An urgent urgent 0/28 1/28 Urgent Very urgent analysis of errors made by high school students in the use of subject-verb agreement in English 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 Degree Not Less urgent urgent 31 Urgent (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing Very urgent om l.c Less Not gm According to you, is it really (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki analysis of errors made by high nh ki school students in the use of 0/75 5/75 20/75 50/75 hi ng subject-verb agreement in English em writing and some solutions? by Average software Table 3: Calculate average score Parameters w n TT Solutions a lo Level d 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 an lu solutions? va n In your opinion, is it really urgent to apply the fu study: An analysis of errors made by high school students in the use of subject-verb agreement in Very 3,6 urgent oi m ll tz a nh English writing and some solutions? 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 the majority of teachers believe that the study is highly urgent and that solutions 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c rated it as "Urgent," and 22 teachers rated it as "Very urgent." This indicates that gm solution as "Not urgent," only one teacher rated it as "Less urgent," five teachers (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki The average scores of the four levels are: nh ki 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 a lo address the errors made by high school students in the use of subject-verb d 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 la ip assessing the urgency of proposed solutions It can help to inform decisionmaking and prioritization of resources for addressing the issue of subject-verb an lu agreement errors in high school students' English writing Additionally, it va n highlights the importance of involving students in the decision-making process fu oi The average scores of the four levels are: m ll and valuing their input on issues that directly affect their learning z Assess the feasibility of proposed solutions tz a nh 4.2 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing Very feasible om l.c assessment to enhance students’ interest effective Little gm some Not k In your opinion, is it feasible to apply jm Degree ht Solutions to discuss (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki assessment to enhance students’ interest nh ki 0/75 in learning English? 10/75 Parameters em TT 60/75 by Average software hi ng Table 3: Calculate average score 5/75 Solutions Level w In your opinion, is it feasible to apply some n a lo effective changes in testing assessment to Very 3,78 d feasible th enhance students’ interest in learning English? yj In your opinion, is it feasible to apply some uy Very 3,73 feasible la ip effective changes in testing assessment to enhance students’ interest in learning English? an lu va n From the data obtained in the table above, the following observations can be fu m ll drawn: oi The table shows that out of the 28 teachers surveyed, none of them rated the a nh solution as "Not feasible," only one teacher rated it as "Little feasible," four tz 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 jm changes in testing assessment to enhance students' interest in learning English is k feasible solution as "Not feasible," five students rated it as "Little feasible," 10 students 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 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing om l.c The table shows that out of the 75 students surveyed, none of them rated the gm The average scores of the four levels are: (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing sa ng en ki in English writing among high school students in Cat Ngan High School, Nghean nh ki province hi ng Table and Table assessed the urgency of the proposed solution from the 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 a lo The feasibility of the proposed solution was also assessed in Table and Table d In both tables, the majority of respondents believe that the proposed solution is th 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- an lu 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 m ll fu enhance students' interest in learning English are urgent and feasible These findings can help inform the development of strategies and plans to improve the oi a nh quality of English writing among high school students in Cat Ngan High School, tz Nghe An province z vb ht k jm om l.c gm 35 (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing (Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing(Skkn.má»›i.nhất).to.identify.the.common.errors.and.patterns.of.mistakes.made.by.high.school.students.in.subject.verb.agreement.in.their.writing