A study on common error for writing skill of first year english major students at hung yen university of technology and education

Trang 1 --- ĐỖ THỊ MINH THÚY A STUDY ON COMMON ERROR FOR WRITING SKILL OF FIRST YEAR ENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION NGHIÊN CỨU VỀ CÁC LỖI THƯỜN

TRODUCTION

Rationale of the study

English has long been recognized as a crucial element in advancing our country's industrialization and modernization Consequently, the ability to communicate fluently in English and master its four fundamental skills is increasingly vital for all students, especially those at Hung Yen University of Technology and Education Among these skills, writing is often perceived as the most challenging yet essential, particularly as students prepare for their IELTS lessons in their final term.

In Vietnam, schools and universities, including Hung Yen University of Technology and Education (UTEHY), are adopting innovative methods to enhance writing skills in language education Since its establishment in 2006, the Faculty of Foreign Languages at UTEHY has prioritized English, ensuring that graduates can confidently use the language in their careers and comprehend relevant documents Recognizing the significance of productive skills, the curriculum emphasizes paragraph writing for first-year language students, as it is a foundational writing skill Given that learners often make mistakes in English writing, effectively addressing these errors and providing timely feedback is crucial for fostering motivation and preventing discouragement in language learning.

The author conducted a study titled "A Study on Common Errors in Writing Skills of First-Year English Major Students at Hung Yen University of Technology and Education" to identify prevalent mistakes in the English writing process.

This study aims to identify common writing errors among first-year major students at Hung Yen University of Technology and Education, analyze the underlying causes of these errors, and provide recommendations to enhance their English writing skills Ultimately, the goal is to improve the writing proficiency of these students through targeted interventions The research focuses on three main objectives to achieve this aim.

+ To explore the common error for writing skill of the first year English major students at Faculty of Foreign Languages, UTEHY

+ To find out the factors causing the error for writing skill of the first year students at Faculty of Foreign Languages, UTEHY

+ To recommend some suggestions to improve English writing for first year major students at Faculty of Foreign Languages, UTEHY

The above aims of the study are to answer the three following research questions:

1 What are the common error for writing English of the first-year English major students at Faculty of Foreign Languages, UTEHY?

2 What are the causes leading to common error for writing skill of the first year English majors in Faculty of Foreign Languages, UTEHY?

3 What are the suggestions to handle these errors for writing skill of the first year students at Faculty of Foreign Languages, UTEHY?

- 50 first-year major students from the Faculty of Foreign Languages at UTEHY

- 5 lecturers of English at the Faculty of Foreign Languages at UTEHY

This study investigates the writing skills of first-year students in the Faculty of Foreign Languages at UTEHY, emphasizing common writing errors in English Due to constraints in time and resources, the research does not encompass the entire spectrum of writing skills nor does it include all students at UTEHY, focusing specifically on first-year majors within this faculty.

1.6 The method of the study

The study is to find out the common error by first-year English major students by using survey questionnaires The questionnaire was designed for two subjects: lecturers and students

The survey is structured into three key sections, each targeting a specific research question The first section identifies common errors in English writing skills among first-year English major students at UTEHY The second section explores the causes of these writing errors Finally, the third section provides solutions aimed at enhancing the teaching and learning of English writing skills for these students The study will employ both quantitative and qualitative methods, and the results will be presented using tables and charts to effectively illustrate the collected data.

The organization of this research includes four main chapters and is arranged as follow:

Chapter 1: an introduction indicates the rationale of the study, aims of the study, research questions of the study, subject of study, scope of the study, methods of the study, design of the study

Chapter 2: Literature review, which consists of a previous study and theoretical reviews such as the definition of writing, the definition of writing comprehension, the common error in learning English writing skills, the cause of common error in English writing, and some recommended to improve teaching and learning English writing skills

Chapter 3: The study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires, data analysis and discussion, findings, and recommendations

Chapter 4: Conclusion which summary of the study as well as the limitations of the study and suggestions for further study.

Research questions

The above aims of the study are to answer the three following research questions:

1 What are the common error for writing English of the first-year English major students at Faculty of Foreign Languages, UTEHY?

2 What are the causes leading to common error for writing skill of the first year English majors in Faculty of Foreign Languages, UTEHY?

3 What are the suggestions to handle these errors for writing skill of the first year students at Faculty of Foreign Languages, UTEHY?

- 50 first-year major students from the Faculty of Foreign Languages at UTEHY

- 5 lecturers of English at the Faculty of Foreign Languages at UTEHY

This study examines the writing skills of first-year students in the Faculty of Foreign Languages at UTEHY, specifically addressing common errors in English writing Due to time constraints, limited knowledge, and a lack of reference materials, the research does not encompass the entire scope of writing skills Additionally, it is focused solely on first-year major students at UTEHY, excluding other student populations.

1.6 The method of the study

The survey is structured into three key sections, each aimed at addressing a specific research question related to English writing skills among first-year English major students at UTEHY The first section identifies common errors in their writing, while the second explores the underlying causes of these mistakes The final section proposes solutions to enhance the teaching and learning of English writing skills for these students This study will employ both quantitative and qualitative methods, with the results presented through tables and charts to effectively convey the collected data.

The method of the study

The survey is divided into three key sections, each aimed at addressing a specific research question The first section identifies common errors in English writing skills among first-year English major students at UTEHY The second section explores the causes of these writing errors, while the final section provides solutions to enhance teaching and learning of English writing skills for these students The study will employ both quantitative and qualitative methods, and the results will be presented using tables and charts to effectively convey the collected data.

Design of the study

LITTERATURE REVIEW

Theoretical background of writing skills

Writing has been defined in various ways by different authors

Writing is the skill of creating coherent text on paper, and it is a learned ability that can be mastered through intensive practice As noted by Ur (1996), writing is not an automatic skill; rather, it requires dedication and effort to develop effectively.

Writing is a complex process that allows writers to use language as a tool for discovering and clarifying meaning, as noted by Taylor (1984) It complements spoken language but is fundamentally a form of technology Within a language system, writing shares structures with speech, including vocabulary, grammar, and semantics, while also relying on a formal system of signs or symbols, typically an alphabet Mastering writing enables individuals to effectively organize thoughts, manage daily tasks, and articulate ideas and arguments Consequently, academic writing demands conscious effort and practice in composing, developing, and analyzing concepts.

Khoii (2011) highlights the crucial role of writing skills in second and foreign language acquisition, noting that the ability to write fluently and accurately is essential for effective learning Writing serves as a vital gate-keeping activity, impacting not only academic success but also various aspects of everyday life.

Writing is essential in education as it enables the sharing of ideas, expression of emotions, and persuasion of others According to White (1981), writing is crucial in language curricula because it is the primary method for assessing student performance in English, with all public examinations including a composition component Therefore, proficiency in writing is vital for achieving success in exams.

The ability to write is often viewed by parents and students as a clear indicator of language proficiency, as it provides tangible evidence of learning and achievement This high "face validity" makes writing a valuable tool in the classroom, where it can be utilized alongside various techniques to enhance lesson variety and engagement.

Writing serves as an effective assessment tool for teachers, offering valuable insights into students' understanding and areas of confusion It reflects students' successes and failures in learning, requiring thought, discipline, and concentration As a permanent form of communication, writing allows readers to evaluate us based on our style, content, and logical coherence, making it essential to approach English writing with care and consideration, as noted by White (1981).

Theoretical background of writing error

To gain a clear understanding of errors in language learning, it is essential to consider various scholarly perspectives According to Brown (1994, p 170), errors are an integral part of a student's interlanguage, which represents the evolving version of a language that a learner possesses at any given stage of their development, continuously refined as they strive for full mastery.

Errors and mistakes are distinct concepts that must be clearly defined According to Brown (1994), an error occurs when a native speaker deviates from the correct form due to a lack of knowledge In contrast, a mistake is a performance error that arises when a native speaker simply forgets the correct form Understanding the difference between these two terms is essential for effective communication.

The author concludes that Corder's perspective on errors is the most thorough, defining an error by two key characteristics: systematic deviancy and the learner's inability to self-correct These criteria serve as essential indicators for identifying whether students have made an error.

According to Choon (1993), errors can be categorized into several types, including semantic errors, which involve incorrect word choice or form, and grammatical errors related to tense and prepositions Additionally, she identifies global and local errors, emphasizing the need for a flexible system of error classification.

2) and adds that lecturers can learn and decide what should be focused more in their syllabus after analyzing the specific and common language problem their students have; she advised the lecturers to conduct Error Analysis at the beginning of the course when the items have not been fully learned and remedy these first

Most of grammatical error have sources from students’ unawareness of grammar rules

In the Longman Active Study Dictionary ʻrule’ is defined as:

- A principle order which guides behavior, says how things are to be done etc, or

-The usual way that something happens

Grammar rules can be categorized into two types: prescriptive and descriptive Prescriptive rules dictate how language should be used, often forming the basis of traditional grammar instruction In contrast, descriptive rules focus on how language is actually used in practice.

+ Do not use different to and never use different than Always use different from

+ Never use the passive when you can use the active

In language usage, the term "shall" is designated for the first person, while "will" is used for the second and third persons Furthermore, the study of second and foreign languages focuses on descriptive rules, emphasizing what speakers actually express rather than prescribing how they should communicate.

+ You do not normally use 'the' with proper nouns referring to people

The phrase "used to" indicates actions or habits that occurred regularly in the past but are no longer practiced, such as "used to smoke." Traditionally, many descriptive grammar rules were derived from intuition and personal judgment rather than empirical evidence.

A grammatical error refers to an instance of incorrect or unconventional language use, such as a comma splice or misplaced modifier The term can be seen as paradoxical, as something cannot be both grammatical and erroneous simultaneously Therefore, it is advisable to use terms like "error in construction" or "error in English" instead of "grammatical error." Additionally, phrases like "good grammar" or "bad grammar" should also be avoided.

-Incorrect: "I've been in Scotland for one and a half month" (or "one month half")

In generative-transformational grammar theory, phrase structure rules mathematically represent our understanding of sentence assembly These rules are finite in number and systematically organized, reflecting the linguistic competence and knowledge inherent to native speakers.

+ These rules are arranged in an order: rule 1 must preceded rule 2, which must precede rule 3, etc

+ The rules can be illustrated in phrase structure trees

+ These rules can be equated mathematically in phrase structure rules

According to Chomsky's theory, sentences can be mathematically divided into components He describes phrase structure rules as "rewriting" rules, where a sentence can be transformed into a noun phrase and a verb phrase In transformational grammar notation, this process is represented as a fundamental rule.

S-> NP + VP "a sentence consists of a noun phrase followed by a verb phrase"

A sentence can be further illustrated by a phrase structure tree, like this:

Starting with this base, we can begin to build rules which will allow us to generate an infinite number of sentences

For example: a) It seems that all my friends are sick, b) *Seems that all my friends are sick c, My friend seem to all _ be sick

It appears that my friends are unwell, as noted by Groucho Marx in Animal Crackers.

Spelling errors were identified across various categories, primarily due to learners either adding or omitting spaces within single words Examples of these errors illustrate the common mistakes made in this area.

+ Some friends are fun to be with

+ Every one has several reasons

+ You are in my heart for ever

The error were occurred by the learners’ insertion of an extra letter to certain words

+ Everythings < Everything> was not easy as I thought

The error in the absence of a letter in particular words were identified

+ We alway love him

+ It can work againt you

+ I felt relive at that time

From the analysis, the majority of spelling error found in the pilot study were the results of using substitution or an incorrect letter

+ We decised to separate

+ It was my dicision

+ The office contected me back

+ I asked for advise from many people

A run-on sentence, also known as a "fused sentence," occurs when two independent clauses are improperly combined without appropriate punctuation or conjunctions This structural flaw can affect sentences of any length; even short sentences can be run-ons, as demonstrated by the example: “The sun is high, put on some sunblock.” In contrast, a lengthy sentence may still be structurally sound A specific type of run-on, called a comma splice, happens when two independent clauses are joined solely by a comma To avoid this, a conjunction (such as and, but, or so) should accompany the comma, as in the corrected sentence: “The sun is high, so put on some sunscreen.”

A fused sentence, often referred to as a run-on sentence, occurs when two independent clauses are improperly connected without appropriate punctuation or conjunctions To correct a fused sentence, one can either separate the clauses into distinct sentences or properly link them using punctuation or connecting words.

The house was flooded with light, the moon rose above the horizon

He wondered what the decision meant he thought about it all night

(Lunsford, Andrea A and Karen J Lunsford, 2008) Run-on sentences happen typically under the following circumstances:

When an independent clause gives an order or directive based on what was said n t prior independent clause

Two independent clauses are connected by a transitional expression (conjunctive adverb) such as however, moreover, nevertheless

The second of two independent clauses contains a pronoun that connects it to the first independent clause.

Overview of paragraph

A paragraph is a fundamental unit of writing that typically consists of a topic sentence and supporting sentences to clarify the main idea According to Alice & H Ann (1996), a paragraph is defined as a collection of related sentences that collectively develop a single main idea While paragraphs can vary in length—from a single sentence to ten sentences—the key is that they must be sufficiently detailed to convey the main idea clearly.

Feist (1996) defines a paragraph as a collection of sentences that collectively express a single idea Writing in paragraphs enhances the clarity of our ideas, making it easier for readers to understand the organization of our thoughts.

Approaching paragraph writing as a systematic process can clarify your thoughts Begin by collecting your ideas and relevant facts, as this initial step is crucial for effective writing.

In fact, besides elements of unity and coherence, a paragraph should have three main parts They are the topic sentence, supporting sentences, and the concluding sentence

A topic sentence serves as the foundational element of a paragraph, typically appearing at the beginning to encapsulate the main idea It conveys the essential message you wish to communicate about the topic, acting as the controlling idea that guides the content of the paragraph.

1996) To write a good topic sentence, the writer should put it in a complete sentence

Supporting sentences are essential components of a paragraph that elaborate on the main topic by presenting related ideas (Feist, 1996) They can explore different facets of the topic, including causes, effects, reasons, and examples Furthermore, cohesive devices are used to connect all supporting sentences, ensuring a smooth flow of ideas throughout the paragraph.

A concluding sentence typically summarizes or restates the main idea of a paragraph and is usually found at the end While it is often a single sentence, some paragraphs may necessitate more than one concluding sentence to effectively encapsulate the key points discussed.

There are four essential types of paragraphs to understand: descriptive, narrative, process, and classification While other paragraph types exist, focusing on these four will simplify your writing approach.

A descriptive paragraph vividly portrays a subject, engaging the reader's senses of touch, smell, sight, sound, and taste By carefully selecting words, it creates a rich, immersive experience that brings the description to life These paragraphs often embrace artistic expression, allowing for creative deviations from traditional grammatical structures.

- The narrative paragraph: tells about something that happened There's a sequence of action or there's a clear beginning, middle, and end to the paragraph

A process paragraph outlines how a specific process occurs through a sequential series of actions This structured approach enhances clarity and comprehension, often supplemented by illustrations that aid in visualizing the steps involved.

A classification paragraph organizes items into distinct groups based on shared characteristics, adhering to a specific classification rule While information may fit into multiple categories, a classification paragraph focuses on a single basis of classification, ensuring clarity and coherence in the grouping process.

2.3.3 Student’s difficulty in learning writing skill

Students at UTEHY, especially those majoring in English, struggle with paragraph writing due to inadequate language skills Key challenges include difficulties with grammar, structure, vocabulary, coherence, and syntax These factors contribute to the overall writing proficiency issues faced by English major students.

Many students neglect to practice their writing skills at home, often focusing on other subjects instead They perceive writing as a complex and challenging skill, leading to limited practice While some students dedicate time to writing once a week, others may practice 2-3 times a week or even 1-2 hours daily.

Many students lack familiarity with paragraph writing, as their high school experience primarily focused on basic skills like sentence-building and rewriting This limited practice prevents them from engaging deeply with given topics, leading to vague explanations and a failure to provide specific examples and details Consequently, misunderstandings of the topics can occur, resulting in disorganized and off-topic responses.

In their first semester, students became familiar with informal writing styles such as letters and emails, which has led to numerous mistakes in vocabulary, grammar, and structure when writing paragraphs The questionnaire indicated that each student faces unique challenges, with the most significant issues being limited English vocabulary and grammar skills.

Students often struggle with vocabulary and grammatical errors in their paragraph writing, frequently using incorrect words due to misunderstandings of their meanings One student noted, "My most error in paragraph writing is to choose the right words." Additionally, issues with verb tenses, singular and plural forms, and pronoun usage are common Some students also misplace prepositions within sentences Clearly, mastering English vocabulary and grammatical structures poses significant challenges, highlighting the urgent need for new and effective strategies to improve students' language proficiency.

Recommended solution to improve writing skills

Improving your English writing skills can be challenging, especially when it comes to mastering grammar However, there are simple solutions you can implement to enhance your writing and impress others with your proficiency.

To communicate effectively, it's essential to enhance your vocabulary by not only recognizing a wide range of words but also mastering their correct usage.

To effectively expand your vocabulary, focus on learning new words through example sentences rather than relying solely on word lists When you encounter a new word, make an effort to understand all its forms and the common prepositions associated with it This comprehensive approach will enhance your language skills and improve your overall communication.

For example, rather than just the word 'depend', make a note of: to depend on, to be dependent on, a dependent

To master English spelling, it's essential to learn the correct spelling of words, as misspellings can alter the meaning of your sentences Enhance your spelling skills by using flashcards and regularly testing yourself during your free time.

Words like 'bare' and 'bear' are homophones, meaning they sound alike but have different meanings; 'bare' refers to being naked, while 'bear' denotes a large animal Moreover, misspellings can hinder reader comprehension, making it crucial to ensure accurate spelling for clear communication.

Regular reading is essential for improving writing skills, as it exposes readers to various writing styles and appropriate word usage Engaging with English texts helps learners grasp new vocabulary and expressions within context Selecting books or articles on familiar topics can enhance understanding and facilitate the integration of new language into one's writing.

Improving your grammar is essential for enhancing the quality of your writing Always use the correct tense and pay attention to punctuation, as it greatly contributes to clarity and fluency To ensure your writing is polished, proofread it twice: during the first review, focus on general errors, and in the second, concentrate on specific grammatical issues.

Summary

This chapter examines the prevalent writing errors among first-year English major students, as identified by various researchers It also presents theoretical solutions aimed at enhancing their writing skills To clarify the common mistakes, their underlying causes, and potential remedies, the research introduces a detailed analysis based on collected data.

THE STUDY

The research methodology

To collect the data for studying the author used qualitative and quantitative methods including survey questionnaires for both students and lecturers

Survey questionnaires are a widely utilized and effective research method, prompting the author to select them as a primary tool for data collection in this study They facilitate the gathering of information from subjects, allowing for straightforward summarization and reporting of the collected data, which the author efficiently managed without extensive time investment.

This study utilizes two distinct questionnaires to gather data: one for students and another for lecturers The student questionnaire, administered to 50 K18 students at UTEHY, comprises 12 questions focusing on students' demographics, challenges, and potential solutions related to writing skills In contrast, the lecturer questionnaire contains 10 questions aimed at evaluating their insights on the factors affecting writing skill development and offering suggestions for student improvement.

Data collection

The participants of the study include 4 lecturers and 50 students from FFL at UTEHY These

50 first-years English major students are collected from K18 and 5 lecturers who have been teaching writing skills are invited to join the research

Due to time constraints for the graduation paper, the study could not include all English majors at UTEHY; instead, data was collected from first-year students at FFL Most of the 50 participating students have studied English for a minimum of eight years during their secondary and high school education.

At FFL, UTEHY, first-year English major students benefit from the expertise of five highly qualified lecturers, each holding MA degrees and doctorates Their extensive experience in teaching writing skills specifically to English majors enhances the learning experience, making it a significant advantage for students at UTEHY.

Data analysis and discussion

Chart 3.1: Students’ overview of writing English

Statistics collected from chart 3.1 shows that the most students polled (46%) admit that writing skill is very difficult, besides 14% of them think that the writing English is normal But only

2% STUDENT'S RESULT very difficult difficult normal easy very easy

According to data from Chart 3.1, 38% of students find writing in English to be difficult, while only 2% consider it very easy The majority of respondents indicated that they struggle significantly with English writing.

Chart 3.2: Lecturers’ overview of writing English

According to the data presented in Chart 3.2, 75% of lecturers surveyed believe that writing is difficult, while 25% consider writing in English to be a normal task In summary, the majority of lecturers perceive writing as either difficult or normal, with few viewing it as very difficult or easy.

In conclusion, according to chart 3.1 and chart 3.2, students and lecturers all think that writing skill is very difficult and difficult Especially, they don't think that writing English is easy

Chart 3.3: Students’ opinion about importance of writing skill

A significant number of students recognize the importance of writing skills in English, with approximately 54% acknowledging it as essential for their future careers Additionally, 38% of students believe that writing in English is very important, while 4% consider it quite important, and another 4% deem it not important at all This highlights the critical role that English writing proficiency plays in academic and professional success.

Chart 3.4: Lecturers’ opinion about importance of writing skill

According to statistics from Chart 3.4, approximately 60% of students recognize the importance of writing skills, while 40% view writing in English as very important Notably, 0% of respondents consider writing to be only somewhat important or not important at all.

In conclusion, the findings from charts 3.3 and 3.4 indicate a strong consensus among students and lecturers regarding the significance of writing skills Nonetheless, a portion of students holds the view that writing in English is either somewhat important or not important at all.

Chart 3.5: Frequency of error made by first-years students

Chart 3.5 illustrates the frequency of mistakes made by students in English writing The data reveals that over 52% of students frequently make errors, with approximately 18% making mistakes very often Additionally, 20% of students sometimes err, while 8% do so rarely, and only 2% never make mistakes This indicates that the majority of students struggle with errors in their writing, highlighting a significant issue in English writing skills among learners.

Very often Often Sometimes Rarely Never

Chart 3.6: Students’ opinion on frequencies of error

An analysis of students' writing skills reveals common errors they frequently encounter According to Chart 3.6, over 16% of students consistently and approximately 52% usually make mistakes related to grammar and sentence structure, while 30% occasionally struggle with these issues Additionally, 58% of students often commit run-on sentence errors, with only 2% rarely making this mistake A significant number of students also face challenges due to a lack of logical thinking, as evidenced by 28% who always and 50% who often demonstrate this issue Furthermore, vocabulary limitations affect 28% of students regularly, with only 18% occasionally experiencing this problem In conclusion, first-year students at the Faculty of Foreign Languages, UTEHY, commonly encounter errors in grammar, sentence structure, and run-on sentences in their English writing.

The author aims to identify common writing errors among first-year English major students at UTEHY by investigating the underlying causes of these issues A questionnaire has been developed to gather relevant data on their English writing skills.

RUN-ON SENTENCE SPELLING LACK OF

Always Usually Sometimes Rarely Never researching the causes of these error in writing Below is the table of the cause of error in students' writing English

No Cause of common error

Table 1: The cause of common error in writing of the first- year English major students at

According to data from Table 1, first-year students and lecturers at the Faculty of Foreign Languages, UTEHY identify several key issues affecting English writing skills A significant 77.6% of students report limited vocabulary, while all lecturers agree on insufficient grammar structures hindering the writing process Additionally, 71.4% of students and 60% of lecturers acknowledge poor idea generation as a challenge Furthermore, 49% of students and 40% of lecturers cite a lack of structure in writing, and 44.9% of students, along with 80% of lecturers, recognize limited grammar as a problem Lastly, 26.5% of students express a lack of knowledge regarding writing skills, although lecturers generally disagree on this point Overall, the data indicates that both students and lecturers believe that deficiencies in grammar and vocabulary significantly impede the ability to construct correct English sentences.

The primary cause of writing errors among first-year English major students is infrequent practice in writing A survey revealed that students occasionally compose sentences and paragraphs, often resulting in mistakes Below are the lecturers' insights regarding the spelling errors observed in these students' writing.

Chart 3.7: Spelling error of the first-years major students in writing English

Chart 3.7 indicates the spelling error of the first year major students in writing English which impact on students’ writing skills First at all, 80% lecturers (4 lecturers) say that students using wrong word Besides, 20% of them (1 lecturer) see that sometimes their students failed to use the wrong form to write and there are 0% lecturer think that their students have no idea about the meaning of word and 0% choose other reasons Overall, the chart 3.7 shows that almost students of Faculty of Faculty of Foreign Languages are very lazy, not hard – working and usually using wrong word

In summary, both lecturers and students share a consensus regarding external factors affecting writing skills, as illustrated in Chart 3.7 They strongly agree that a limited vocabulary and the use of incorrect words significantly hinder students' ability to learn writing effectively.

To improve writing English, the author gives 7 activities for first - year major students and lecturers such as: Keep an English dictionary, brush up your grammar, check your spelling

Using wrong word Unknow the meaning of word Fail to the wrong form Other reasons

80% before and after writing, learn how to organize a paragraph, write an outline, try to get someone to read what you’ve written and read as much as you can

Chart 3.8: Recommended solution help students improve error of students

According to the findings presented in graph 3.8, several effective strategies for improving English writing skills have been identified A significant 70% of students strongly agree that maintaining an English dictionary is beneficial, while 68% believe that enhancing their grammar skills is also effective, despite 14% finding it ineffective Additionally, 58% of students emphasize the importance of checking spelling before and after writing, although some express strong disagreement regarding its effectiveness Furthermore, 64% highlight the value of learning how to organize a paragraph, with 54% supporting the practice of writing an outline beforehand, despite only 4% considering it very ineffective Lastly, 66% of students find that having someone review their work and reading extensively significantly contributes to their writing improvement.

Check your spelling before and after writing

Learn how to organize a paragraph

Try to get someone to read what you’ve written

Read as much as you can

Effective Very effective Ineffective Very ineffective

Chart 3.9: Recommended solution help students improve error of lecturers

Lecturers unanimously agree that students should read extensively after writing, viewing it as the most effective way to enhance their skills While 80% advocate for improving grammar, only 20% find it ineffective Additionally, 60-80% support the idea of creating outlines and learning paragraph organization to strengthen writing abilities Conversely, 80% of lecturers disagree with the necessity of keeping an English dictionary, and 20% believe checking spelling is unhelpful Ultimately, the consensus emphasizes that extensive reading is crucial for writing improvement, alongside fostering a positive classroom atmosphere through engaging warm-up activities and diverse exercises.

In conclusion, the findings from charts 3.8 and 3.9 indicate that both students and lecturers believe that extensive reading, grammar refinement, and effective paragraph organization are key strategies for enhancing writing skills However, lecturers suggest that rather than focusing solely on outlining, students should prioritize having others review their work to further elevate their writing proficiency.

Effective Very effective Ineffective Very ineffective

Findings for the study

This chapter addresses three key research questions based on data analysis, revealing a consensus among lecturers and students on the significance of writing skills and the challenges faced during the learning process Students frequently encounter unfamiliar vocabulary due to limited grammar and vocabulary knowledge, prompting the recommendation to enhance vocabulary through extensive reading Additionally, students struggle with grammar, sentence structure, and spelling, leading to a strong agreement among educators and students on the necessity of reviewing grammar and spelling before and after writing It is also suggested that students create outlines prior to writing and learn to organize their paragraphs effectively to ensure coherence among ideas To overcome these challenges, students are encouraged to seek feedback on their writing and engage in regular reading.

The challenges in developing writing skills primarily stem from the learners themselves, with vocabulary and grammar being significant contributors to errors Both lecturers and students recognize the importance of expanding vocabulary and the necessity of daily writing practice Additionally, students are encouraged to maintain a daily diary to foster positive writing habits.

In conclusion, the study identifies common errors in student writing and offers targeted solutions to enhance their skills Both lecturers and students face significant challenges in the teaching and learning process To address these difficulties, the research presents effective solutions for each identified factor, supported by a chart and survey data reflecting the perspectives of both lecturers and students The author aims for this study to provide valuable insights that can lead to improved educational outcomes.

Suggestions to handle these errors for writing skill of the first year students at Faculty of

To enhance their writing skills, students should begin by selecting a suitable topic and an appropriate writing style English writing practice topics can be found in various everyday contexts, including menus, wedding invitations, newspapers, and real estate descriptions.

When crafting content on similar themes, it's essential to maintain consistency in features, layout, formality, and vocabulary For instance, the tone and style of a product complaint letter starkly contrast with that of a creative poem, highlighting the importance of adapting writing approaches to suit the intended message and audience.

Today, formal writing is often used in academia and business However, students will have to learn how to use words and conventions to fit each specific context

After students jot down their ideas, they should take a moment to identify the most significant concepts that directly relate to their writing topic Selecting a strong idea, even if it’s not the best, can serve as the focal point of the article.

Creating a mind map is a crucial step in writing English essays, as it helps organize thoughts effectively In English classes, teachers often encourage students to brainstorm ideas on the board, using illustrations to inspire further creativity and enhance idea generation.

When sharing your ideas, focus less on grammar and spelling errors It's beneficial for students to have a dictionary or technology at hand to assist with unfamiliar vocabulary Remember, nothing should hinder the expression of your thoughts.

3.6.3 Join a workshop or Take a night class

Many individuals hesitate at the thought of sharing their personal stories in front of unfamiliar faces, yet participating in a writing workshop can be highly rewarding and enjoyable, especially if one selects a quality program.

Content marketing meet-ups and professional development groups are gaining immense popularity Consider joining content marketing groups on LinkedIn to connect with fellow writers, or look for local writing workshops on platforms like Meetup Select a topic, create your content, gather feedback from the group, and revise accordingly This cycle of writing and refining is key to improving your skills.

3.6.4 Dissect Writing That You Admire

Most people read the same blogs or sites on a regular basis because the material appeals to them – but fewer people understand why their favorite blogs are so appealing

To enhance your writing skills, start by selecting a few recent blog posts that resonate with you, then print them out for a closer look Use a red pen to highlight phrases, sentences, and paragraphs that stand out, just as English instructors would encourage Analyze the elements that appeal to you, identifying any common themes or techniques employed by the authors Pay particular attention to how they seamlessly transition between topics, and incorporate these effective strategies into your own writing to improve coherence and engagement.

Let’s take a look at a particularly powerful (and memorable piece) from Copy blogger that serves as a great example of this.

Summary

This chapter highlights common writing errors made by first-year English majors and offers effective solutions to enhance their writing skills The research concludes by summarizing the key findings and recommendations presented throughout the study.

CONCLUSION

Summary of the study

This article aims to identify common writing errors among first-year English major students at UTEHY and propose effective solutions Utilizing both qualitative and quantitative research methods, the study involved questionnaires directed at students and lecturers from the Faculty of Foreign Languages (FFL) The findings suggest several techniques to enhance writing skills, particularly focusing on grammar and sentence structure improvements Key recommendations for students include expanding vocabulary by learning new words daily and applying them in relevant contexts, as well as prioritizing grammar to ensure clear communication Additionally, constructive feedback from lecturers is crucial; it should not only correct errors but also explain the underlying language rules, helping students understand their mistakes Lecturers are encouraged to actively facilitate learning and provide motivation, while the establishment of a well-resourced library is proposed to support students in their writing endeavors.

Limitation of the study

In the process of concluding the study, although the research has made a great effort, the mistake and shortcomings are inevitable

Due to time constraints and the ongoing COVID-19 pandemic, the study was conducted with a limited sample size of only 50 students and 5 lecturers, which may impact the validity and reliability of the findings.

The study is limited in scope as it exclusively targets first-year English major students at FFL, UTEHY, representing a small segment of the student population, which restricts the generalizability of the findings.

Although the mentioned limitation, the author hopes that this research will contribute to a better situation of teaching and learning writing skills at FFL, UTEHY

This study has a limited scope, suggesting that future research could include a broader range of students and lecturers participating in surveys and interviews It emphasizes common errors in writing and proposes solutions to enhance students' writing skills Subsequent studies could also explore errors and solutions in reading, writing, and speaking skills Despite its limitations, this research contributes valuable insights into writing skill development that can benefit both students and lecturers Acknowledging the constraints of time and experience, any feedback is welcome to improve future work.

[1] Alice, O & H Ann Writing Academic English Addison-Wesley Publishing Company,

[2] Brown, H Douglas (1994) Principles of Language Learning and Teaching 3 rd

[3] Canale, M (1983) From Communicative competence to communicative language pedagogy In Richards and Schmidt (eds.): Language and Communication London: Longman pp.2-27

[4] Coder, S (1967) The significance of learners’ error International Review of applied Linguistics

[5] Choon, (1993), Error analysis and correction of written work in the classroom, Retrieved from March 15th 2013

[6] Feist, B Applied Communication skills: Writing Paragraphs Cambridge Adult Education,

[7] Gudschinsky, S (1999) A Manual of Literacy for Preliterate Peoples Ukarumpa, Papua New Guinea: Summer Institute of Linguistics

[8] Karen K Lunsford, (1972), Grammar errors in writing

[9] Khoii R (2011), A Solution to the Dilemma of writing in a Foreign Language: Adaptive

[10] Lil Brannon and C H Knoblauch, (1982), http://leafstitchword.files.wordpress.com /…/brannon-and-knoblauch

[11] Lunsford Andrea A and Karen J Lunsford Mistakes are a Fact of Life: A National Comparative Study CCC 59(2008) 781-806

[12] Longman Active Study Dictionary of English (Paperback, 1983), United Kingdom:

[13] Penny, Ur (1996) A Course in Language Teaching, United Kingdom: Cambridge

[14] Raymond Murphy, English Grammar in Use

[15] Taylor, (1984) Accounting and Business Research, pp.4

[16] White (1981, p.1), The Linguistic Circle of Copenhagen

This questionnaire aims to identify common writing errors among first-year English major students at the Faculty of Foreign Languages, Hung Yen University of Technology and Education It supports my research titled "A Study on Common Errors in the Writing Skills of First-Year English Major Students at Hung Yen University of Technology and Education."

Your information will be utilized solely for research purposes, ensuring that all personal details and responses remain confidential and are not employed for any other uses.

Thank you for all your time and effort you completing this questionnaire!

Please tick(ⱱ) for each response that you choose

I Personal information (Thông tin cá nhân)

2 How long have you been learning English? ………

(Bạn học Tiếng Anh bao lâu rồi?)

II Common error in writing English

1 In your opinion, writing skill is………

󠆯 Very difficult 󠆯 Difficult 󠆯 Normal 󠆯 Easy 󠆯 Very easy

2 What do you think about the importance of writing?

󠆯 Very important 󠆯 Important 󠆯 Quite important 󠆯 Not important

3 How often do you make error in writing?

󠆯 Very often 󠆯 Often 󠆯 Sometimes 󠆯 Rarely 󠆯 Never

4 How often do you make the following error during writing English sentences?

5 What are your common error in writing English paragraph?

(You can choose more than one opinion)

󠆯 Lack of topic sentence 󠆯 Lack of supporting sentences 󠆯 Spelling

󠆯Lack of concluding sentence 󠆯 Illogical ideas organization 󠆯Run-on sentence

III The cause of common error in writing English

1 What are the causes of your common error in writing English?

󠆯 Poor ideas 󠆯 Limited vocabulary 󠆯 Limited structure

󠆯 Limited grammar 󠆯 Lack of knowledge

2 How often do you write English sentences?

󠆯 Everyday 󠆯 Every week 󠆯 Twice a week 󠆯 Rarely

3 How often do you write English paragraphs?

󠆯 Everyday 󠆯 Every week 󠆯 Twice a week 󠆯 Rarely

IV Recommended solutions to improve writing English

1.What do you often while writing English?

(Please write the tick (√) in the blanks)

Recommended solution Very effective effective Ineffective Very ineffective

2 In your opinion, what should we do to improve English writing?

Thank you for your kind cooperation!

APPENDIX 2 SURVEY QUESTIONS FOR LECTURERS

This questionnaire aims to identify common writing mistakes among first-year English major students at the Faculty of Foreign Languages, Hung Yen University of Technology and Education It is part of a study titled "A Study on Common Errors in Writing Skills of First-Year English Major Students at Hung Yen University of Technology and Education." Thank you for your time and effort in completing this questionnaire.

Your information will solely be utilized for research purposes and will remain confidential, with no disclosure in any data discussions Thank you for your cooperation!

Please tick (ⱱ) or fill words in the blanks to answer the following questions

Thank you very much for your cooperation!

2 How long have you been teaching English at Faculty of Foreign Languages UTEHY?

II Your attitude toward English error in writing

1 What do you think of English writing for your first-year major students?

󠆯 Very difficult 󠆯 Error 󠆯 Normal 󠆯 Easy 󠆯 Very easy

2 What do you think about the importance of writing?

󠆯 Very important 󠆯 Importance 󠆯 Quite important 󠆯 Not important

3 How often do your student make the following error in writing lessons?

Never (không bao giờ) Grammar and structure

4 What are your first-year major student’s common error in writing English paragraph?

󠆯 Lack of topic sentence 󠆯 Lack of supporting sentences 󠆯 Spelling

󠆯 Lack of concluding sentence 󠆯 Illogical ideas organization 󠆯 Run-on sentence

III The cause of common error in writing English?

1 What are the causes of your student’s common error in writing English?

󠆯 Poor ideas 󠆯 Limited vocabulary 󠆯 Limited structure

󠆯 Limited grammar 󠆯 Lack of knowlege

2 How often do you assign English exercise for student?

󠆯 Everyday 󠆯 Every week 󠆯 Twice a week 󠆯 Rarely 󠆯 Never

IV Recommended solutions to improve writing English

1 What do you often while writing English?

(Please write the tick (√) in the blanks)

Recommended solution Very effective effective Ineffective Very ineffective

2 In your opinion, what should your students do to write English better?

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