A study on common english grammatical errors in writing of the second year students of the department of economics at hung yen university of technology and education

Trang 1 HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON COMMON ENGLISH GRAMMATICAL ERRORS IN WRIT

INTRODUCTION

Rationale

In today's interconnected world, communication transcends geographical boundaries, allowing information to be shared instantly across the globe English has emerged as the preferred language for global communication, with nearly two billion speakers worldwide (Crystal, 2008) Its importance is particularly evident in developing countries like Vietnam, where English education begins at an early age Young people recognize the value of English for securing quality employment, engaging with the international community, and accessing opportunities that enhance their knowledge and skills.

Writing, among the four fundamental English skills—listening, speaking, reading, and writing—requires the most extensive knowledge, robust application, and rigorous training It serves as a unique trait of humanity, enabling individuals to inform, collaborate, and alert others throughout history, while societies have gained from written records of culture and knowledge Mastering the art of writing is crucial, as it reflects one's learning, values, ideas, and societal contributions According to Hornby (2003, as cited in Murtadha, 2010), writing involves expressing thoughts on paper and communicating information effectively Additionally, writing enhances other language skills and fosters logical thinking Its significance in learning English is paramount, as teachers often assess writing proficiency through written assignments, a method supported by numerous studies, including those by Muammar Rifqi.

In 2016, a study was conducted analyzing grammatical errors in writing samples from the English Education Department of Islamic Education Additionally, Abeywickrama (2010) investigated the English writing errors of Sinhala-speaking undergraduates.

Effective communication in writing requires authors to maintain coherence and adhere to grammar and syntax rules, making writing one of the most challenging skills to master While it's natural for non-native speakers to make mistakes, insufficient attention to grammatical error correction can significantly impact future writing quality This issue is particularly evident among second-year non-English major students at the Department of Economics at Hung Yen University of Technology and Education (UTEHY) This study aims to analyze the English grammatical errors in their writing, investigate the underlying causes, and propose solutions to enhance their college English writing skills.

Aims of study

This study aims to explore prevalent grammatical errors in paragraph writing among second-year Economics students at UTEHY It seeks to identify the underlying causes of these errors and propose effective solutions for improvement.

Research questions

To fulfill the purposes mentioned above, the study aims to answer the following research questions:

(1) What are the common English grammatical errors committed by the second- year students of the Department of Economics at UTEHY in writing paragraphs?

(2) What are the main causes of English grammatical errors in writing paragraphs?

(3) What are solutions to improve English grammatical errors in writing paragraphs?

Scope of the study

This study aims to identify English grammatical errors in the paragraph writing of second-year students in the Department of Economics at UTEHY Campus 2 Due to the limited focus on paragraph writing during the first term of their second year, alongside constraints related to time, knowledge, and a lack of reference materials, the study is unable to address all relevant writing errors comprehensively Furthermore, it is specifically limited to the second-year students of the Department of Economics at UTEHY, excluding a broader student population.

Methods of the study

The study employed both quantitative and qualitative methods to collect data on English grammatical errors in student writing Questionnaires were distributed to 80 second-year students, while interviews were conducted with three students from the Department of Economics at UTEHY Campus 2 This approach aimed to identify the underlying causes of these grammatical errors in paragraph writing.

The researcher administered a questionnaire to three lecturers from the Faculty of Foreign Languages at UTEHY Campus 2 to identify common English grammatical errors made by students in paragraph writing The aim was to gather insights and suggestions from the lecturers to help students improve their grammar Ultimately, the researcher seeks to provide effective solutions that will aid students in overcoming their grammatical challenges in writing.

Structure of the study

The study is divided into four major sections, which are as follows:

Chapter 1: Introduction indicates the rationale of the study, aims of the study, research questions, scope of the study, methods of study, and structure of the study

Chapter 2: Literature Review including the theoretical background of the study

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

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

LITERATURE REVIEW

Overview of writing

Writing encompasses numerous concepts that are defined in various ways by different researchers, making it challenging to identify the most accurate and reliable definition.

Writing is a multifaceted process that transforms ideas into clear statements, as noted by Nunan (2003) and Flower (1984), who emphasize the importance of expressing thoughts effectively Lannon describes writing as a "process of deliberate decision," highlighting its complexity and the various skills involved According to Hedge (1988), effective writing demands organization, accuracy, and the use of complex grammatical structures, along with careful vocabulary selection Additionally, Hedge (2000) views writing as a means of thinking and discovery, underscoring its role as a productive and learned language skill.

Writing is fundamentally about making choices and serves as a powerful means of communication, capable of being profound, humorous, provocative, or highly persuasive (Tribble, 1996; Veit, Gould & Clifford, 2001).

Writing is a complex and productive skill that serves as an art of communication with specific audiences It necessitates the ability to convey messages effectively in a target language and to create text that articulates one's thoughts Consequently, writing demands intentional effort and consistent practice to master.

Written language holds significant social and educational importance, with its status being highly esteemed (Urbanova and Oakland, 2002: 31) It follows specific rules and has a unique structure Historically, it was often perceived as a lesser form of communication compared to spoken language However, writing serves as a powerful tool for conveying ideas and intentions, allowing individuals to articulate their thoughts effectively.

Writing serves multiple purposes, including action, information, and entertainment, as noted by Nunan (1991) It plays a crucial role in education by allowing individuals to express thoughts, convey reactions, and persuade others White (1981) emphasizes the importance of incorporating writing into language curricula, as it is a primary means of evaluating student achievement through public exams that necessitate composition Consequently, writing is a vital component in assessing student performance, enabling teachers to provide valuable feedback on their learning Ultimately, effective writing demands thought, discipline, and careful attention, making it a reflective process that enhances understanding and communication.

Writing is a deeply personal and significant expression of our identity, serving as a lasting representation of who we are beyond our physical presence It showcases our knowledge, ambitions, and emotions, allowing us to connect with ourselves and others The benefits of writing extend beyond academic pursuits, enriching various aspects of human life and personal development.

Overview of paragraphs

A paragraph can be defined in various ways, with some considering it merely a result of indenting on the right margin Others, like Robert and Wilson (1980), view paragraphing as indicated by a skipped line and a new sentence starting at the left margin These definitions often emphasize punctuation However, Rooks (1988) defines a paragraph as a group of sentences that logically develops a single subject.

A paragraph is defined as a cohesive group of sentences that focus on a single main idea, serving as a fundamental unit of organization in writing According to Oshima and Hague (1999), it consists of related sentences that collectively develop this central concept, emphasizing the importance of clarity and coherence in written communication.

A well-structured paragraph consists of three essential components: the topic sentence, supporting sentences, and the concluding sentence The topic sentence is crucial as it clearly communicates the main idea of the paragraph, guiding readers on what to expect (Oshima & Hogue, 1996, p.104) Supporting sentences reinforce this main idea by providing facts, reasons, examples, statistics, and quotes Finally, the concluding sentence wraps up the paragraph, summarizing the key points discussed.

A strong concluding sentence effectively signals the end of a paragraph, summarizing key points for the reader to remember (Oshima & Hogue, 1996, p.36) It should restate the main idea presented in the topic sentence while also incorporating the writer's insights or opinions on the subject matter.

Effective paragraph structure involves crafting interconnected sentences that enhance comprehension of the topic Paragraphs serve a crucial function in literature by providing readers with a pause to reflect on ideas, concepts, or events before transitioning to new content The topic sentence encapsulates the main idea of the paragraph, while supporting sentences clarify and expand on this central theme, ensuring a clear understanding for the reader.

Overview of English grammatical

2.3.1 Definition of English grammar in paragraphs

For beginners learning a new language, grasping the fundamental grammatical rules is crucial A solid understanding of grammar is supported by various expert definitions that highlight its importance in language acquisition.

Grammar is the systematic description of a language's structure, detailing how linguistic units like words and phrases combine to form sentences It encompasses the meanings and functions of these sentences within the language's overall framework (Richards & Schmidt, 2010, p 251-252).

Grammar is a fundamental concept in linguistics, encompassing various aspects and types, including descriptive, prescriptive, theoretical, and pedagogical grammar (Crystal, 2008b, p.217).

Grammar is an integral part of language, as emphasized by Wilcox (2004), who notes that it exists within language itself It plays a crucial role in constructing meaningful sentences, enhancing the enjoyment of communication According to Ur (1990), grammar involves the manipulation and combination of words to create longer units of meaning Additionally, Salkie (1995) highlights that grammar primarily focuses on the structures of individual sentences.

Grammar is the framework that governs how words combine to create meaningful sentences in a language It consists of rules and examples related to syntax and word structure, serving as the foundation for constructing words, phrases, and sentences Without proper grammar, language loses its significance, making it a crucial element for effective communication.

2.3.2 Roles of English grammar in writing paragraphs

Grammar is crucial in language teaching, as it provides the foundational rules necessary for mastering a language Ur (1990) emphasizes that understanding grammatical rules is vital for language proficiency, while Palmer (1971) highlights that grammar distinguishes human communication Without a grasp of grammar, learners struggle to effectively combine words and convey meaning.

Despite the prevalence of communicative language teaching today, grammar remains crucial in language acquisition Richards (1985) argues that there is no empirical evidence indicating that communicative classrooms yield superior language learners compared to traditional methods Furthermore, Canale (1981) emphasizes that grammatical competence is a vital aspect of overall communicative competence Additionally, it is clear that individuals who learn a foreign language without formal grammar instruction during foundational stages are unlikely to attain high proficiency in that language.

Grammar is essential for mastering a language, as it significantly contributes to effective communication For those aiming for advanced proficiency and high literacy levels, a solid understanding of grammar is crucial in both teaching and learning processes.

Error in English writing

Learning a foreign language inevitably involves making mistakes, a reality acknowledged by educators and linguists alike Even the most intelligent, dedicated, and motivated learners encounter errors during their language acquisition journey.

Experts have varying definitions of "error" in language learning Richards (1989) describes it as a faulty use of a linguistic item indicating incomplete learning, while Brown (2007) defines it as a noticeable deviation from native speaker grammar, reflecting the learner's competence in the target language An error, therefore, is an instance of language that strays from standard English grammar To aid learners in acquiring the target language, it is crucial to provide appropriate input and make them aware of common errors along with their corrections.

Dulay, Burt, and Krashen (1982) define errors in learner speech or writing as deviations from established norms of proficient language use They categorize errors based on their causes, identifying performance errors as those arising from factors like fatigue and inattention, while competence errors stem from a lack of knowledge regarding language rules.

Errors, as defined by linguists such as Richards (1989) and Brown (2007), refer to the incorrect application of the target language, highlighting learners' incomplete proficiency in it.

According to Corder (1979), an error signifies a lack of competence, while a mistake is a performance deviation Brown (2007) defines a mistake as a performance error resulting from a random guess or a slip, indicating a failure to correctly apply known knowledge Ellis (1997) adds that errors highlight gaps in a learner’s knowledge, occurring when they do not know the correct information, whereas mistakes are occasional lapses in performance due to an inability to execute known concepts Corder (1967, 1974), James (1998), and Brown (2007) emphasize that the ability to self-correct serves as a key criterion for distinguishing between errors and mistakes.

A mistake can be self-corrected, but an error cannot According to Hunbbard et al

In his analysis of language acquisition, Corder (1984) highlights that errors stem from a deficiency in language knowledge, whereas mistakes arise from unintentional factors like memory lapses or slips of the tongue He emphasizes that learners have the ability to rectify their mistakes but are unable to self-correct their errors Furthermore, Corder (1974) differentiates between "systematic errors," which are consistent and predictable, and "non-systematic errors," which occur randomly.

Learners can effectively improve their language skills by focusing on and correcting their mistakes, which are typically individual and identifiable In contrast, errors stem from a systematic lack of competence in the target language, making them more challenging for learners to rectify As noted by Brown (2000) and Corder (1981), understanding the distinction between mistakes and errors is crucial for effective language acquisition.

Mistakes in language learning are typically non-systematic and can be avoided or corrected by learners who pay close attention In contrast, errors are systematic, stemming from a learner's lack of competence in the target language, making them more challenging to rectify.

Sources of errors

Various theorists have identified multiple sources of errors in language learning Norrish (1992) highlighted several key causes, including carelessness, interference from the first language, translation issues, overgeneralization, and incomplete application of grammatical rules.

In the study of language acquisition, several sources of errors have been identified According to 1971, these include overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false concepts Brown (2007) highlights additional sources such as interlingua transfer, which refers to the negative influence of a learner's native language, and intralingua transfer, which involves errors arising from within the target language itself Furthermore, the context of learning plays a crucial role, as it intersects with both types of transfer, influencing the overall language learning process.

Errors in language learning can stem from various factors, including mother tongue interference, overgeneralization, ignorance of rule restrictions, incomplete application of rules, and flawed conceptual understanding To address the second research question regarding the primary causes of students' errors, a detailed exploration of these factors will be provided.

Mother tongue interference significantly contributes to errors made by language learners, as highlighted by Ellis and Barkhuizen (2005), who describe these interlingua errors as stemming from native language influences This interference extends beyond mere forms, affecting meanings and cultural nuances as well The distinct ways in which languages convey shared meanings often lead learners to mistakenly apply their native language's structures to the foreign language For instance, Vietnamese students might say "He really loves his family" instead of the more appropriate "He loves his family very much." As learners progress, they face the pressure to produce the new language despite their limited proficiency, prompting them to rely on their first language Consequently, the differences between a learner's first language (L1) and the target language (L2) play a crucial role in the language acquisition process, serving as a primary source of mother tongue interference.

According to Richards (1974), rule restriction errors occur when learners apply grammatical rules inappropriately due to a lack of understanding of their limitations He identifies two main sources of these errors: analogy, where learners create incorrect structures based on their prior English experience, and rote memorization of rules For instance, when students learn a specific preposition with a verb, they may mistakenly apply the same preposition to similar verbs, leading to errors such as saying "He told his parents about that" instead of the correct usage.

He informed his parents about the situation However, memorizing rules can result in a lack of understanding of their limitations For example, while students learn to use the to-infinitive with verbs like "ask," "get," and "order," they mistakenly apply the same structure to the verb "let," incorrectly constructing sentences such as "He let her to go out."

Errors in sentence construction often highlight the need for better rule development in grammar, particularly in educational settings A frequent challenge arises when students respond to questions, as these responses necessitate adherence to grammatical rules For instance, when a teacher asks, "What did your father tell you?" a correct student response would be, "He told me about his work." This illustrates the importance of understanding grammatical structure in effective communication.

Errors in language comprehension often stem from misunderstandings of distinctions in the target language Richards (1974) highlights that inadequate teaching methods, particularly those relying on contrastive analysis, contribute to confusion between terms like "come" and "go," as well as the correct usage of "was" and "is" as indicators of past and present Common mistakes among students include phrases such as "She is going to the cinema" and "It was rained," as well as incorrect expressions like "Let’s come home now" instead of "Let’s go home now." Additionally, confusion arises with the use of modifiers like "very," "too," and "so."

Many respondents indicated that carelessness significantly contributed to their errors in subject-verb agreement This carelessness often stems from a lack of motivation among learners, but it's important to recognize that the loss of interest is not solely the learners' responsibility (Norrish, 1974).

According to Norrish (1974), mismatched learning materials and presentation styles can lead to student demotivation This study identifies three key factors influencing student motivation: the students' own attitudes, the teaching methods employed by lecturers, and the quality of the learning materials provided These factors significantly impact the learning process, particularly in enhancing students' writing skills.

Types of English grammar errors in writing paragraphs

Grammar is the foundational system and structure of a language, encompassing syntax, morphology, and occasionally phonology and semantics It is fundamentally defined as the rules governing the construction of words, phrases, and sentences In this context, "grammatical errors" refer to violations of these established rules related to syntax and word structure Hsu (2013) further emphasizes that such errors involve inaccuracies in form, semantic meaning, and usage Numerous classifications of grammatical errors have been suggested by educators and theorists.

James (1998) identified nine categories of grammatical errors, including prepositions, articles, singular/plural forms, adjectives, irregular verbs, tenses, concord, passive/active voice, and possessive cases In contrast, Pham Dang Binh (2013) outlined eight major types of grammatical errors, which encompass preposition errors, word order, sentence structure, expression, nouns, tenses, modal verbs, and adverbs.

A study by Hengwichitkul (2006) identified various grammatical errors, including subject-verb agreement, tenses, parts of speech, participial phrases, relative clauses, passive voice, parallel structure, punctuation, run-ons, and fragments Similarly, Otchi (2005) categorized errors into five main types: verb errors, noun ending errors, article errors, incorrect word usage, and sentence structure issues Chen (2006) expanded on this classification, highlighting errors in nouns, articles, pronouns (including incorrect case forms and missing possessives), verbs (covering tense, subject-verb agreement, auxiliary verbs, and omissions), prepositions (such as omissions and incorrect usage), and conjunctions.

To meet the study's goals, the researcher categorized English grammatical errors in writing into five key areas: passive voice, verb tense and form, subject-verb agreement, word order, and the framework proposed by Richards & Sampson.

Azar and Hagen (2009) describe the passive voice as a reversal of the active voice, where the object of an active verb becomes the subject in the passive construction It is crucial to note that only transitive verbs, which can take an object, are utilized in the passive voice The fundamental structure of the passive voice is formed using "be" followed by a past participle Additionally, Alexander (1998) highlights that the passive voice serves specific functions in English, distinguishing it from the active voice.

Tense is important because people use it to signal when activities happen Guntari

Proper use of tenses is essential for English speakers to identify when an action or event occurs, as highlighted by Nugroho (2011), who notes that there are 16 tenses in English, typically categorized into 12 types This study focuses on the four tenses most commonly used by students: the simple present tense, simple past tense, present perfect tense, and past perfect tense The researchers will concentrate on these fundamental tenses as observed in students' writing samples.

The simple present tense, as noted by Azar and Hagen (2009), is primarily utilized to convey habits and facts In this tense, the base form of the verb is applied across all subjects, with the exception of the third person singular, which requires an "s" or "es" at the end of the verb Common time markers associated with the simple present tense include terms such as always, often, usually, every day, every week, once a week, and twice a month.

According to Azar & Hagen (2009), the simple past tense describes actions or situations that started and concluded in the past, and it can also convey past habits and durations Most simple past verbs are created by adding "-ed" to the base verb, while some verbs have irregular forms Common time markers for the simple past include "yesterday," "last night," "two hours ago," and "a year ago."

Azzar (2009) declares that the present perfect expresses an activity or situation that occurred (or did not occur) before now, at some unspecified time in the past

The past perfect tense indicates actions that were completed prior to other past events, utilizing the past participle form of verbs According to Eastwood (2002), verbs are categorized into five types: the base form, which is used in imperative sentences, present tense, and infinitives; the ‘-s’ form for present tense with third-person singular subjects; the past form for past tense; the ‘-ing’ form for gerunds and active participles; and the past participle form, employed in perfect sentences and passive voice.

In English grammar, subject-verb agreement is essential, as highlighted by Watson (2006) This principle dictates that the verb must correspond in number with the subject; if the subject is singular, the verb should also be singular, and the same applies to plural subjects.

To avoid errors in subject-verb agreement, learners should follow a few key rules First, when subjects are joined by "and," the verb must be plural Second, with two singular subjects connected by "either or" or "neither nor," the verb should be singular Lastly, in cases where one subject is singular and the other is plural, the verb agrees with the closest subject.

Word order means the sequence of the words that we use in a sentence Alexander

According to 1998 research, the arrangement of words significantly affects sentence meaning For effective sentence construction, the recommended basic word order in English is Subject + Verb + Object + Adverb.

Word order refers to the syntactic arrangement of words within a sentence, clause, or phrase (Kửhlmyr, 2003:197) The positioning of adjectives can be particularly challenging, often leading to confusion over their correct placement Errors in word order can arise from both the misplacement of adjectives and the incorrect sequencing of other sentence elements.

A preposition is a word that illustrates the relationship between a noun or pronoun and other elements in a sentence Essentially, it serves as a connective that links nouns to one of the fundamental components of a sentence.

V, O, and C It usually “indicates the relationship such as position, place, direction, time, manner, agent, possession, and condition between their objects and other parts of the sentence.” (Wishon and Burks, 1980, p.288)

According to Stobbe (2008), a preposition is a word or group of words that indicates a relationship within a sentence, typically placed after a noun or pronoun He categorizes prepositions into three types: prepositions of time (such as in, on, at, after, during), prepositions of place and position (including in, on, at, among, inside, outside), and prepositions of movement (like towards, out of).

Summary

This chapter offers a comprehensive theoretical framework on writing and English grammar, focusing on common grammatical errors, their definitions, and the distinction between errors and mistakes It highlights the contributions of various theorists and educators in understanding these errors, which are crucial for the subsequent research The researcher identifies eight specific types of grammatical errors—passive voice, verb tense and form, subject-verb agreement, word order, prepositions, articles, plurality, and pronouns—while also exploring the underlying sources of these errors Utilizing this theoretical foundation, the researcher analyzes students' writing samples to uncover prevalent grammatical errors and their origins in the following sections.

THE STUDY

Methodology

The research utilized a combination of quantitative and qualitative methods to gather data, employing study questionnaires targeted at lecturers and students, along with student interviews These instruments were meticulously crafted to align with the study's primary objectives Following data collection, the author plans to present the findings using tables and charts for clarity and ease of understanding.

Because for some private reasons and the inconvenience of the Covid –19 situation, the interview and questionnaire with the students were conducted online.

Subjects of the study

This study examines 80 second-year Economics students at UTEHY Campus 2, focusing on their paragraph writing skills as a critical component of their first-semester final exam Three classes were selected for the research due to their prior experience in writing courses Additionally, data was collected from three experienced teachers who have been instructing these classes for several years.

Survey questionnaires

A survey questionnaire is a widely utilized method for collecting data on attitudes and opinions from large groups Its primary advantages include cost-effectiveness and practicality compared to individual interviews, allowing researchers to gather comparable information from numerous respondents Additionally, questionnaires can be distributed through various channels such as email, phone, and in-person, providing flexibility in the data collection process Consequently, this study employs questionnaires to gather insights into the beliefs and reactions of teachers and students regarding the activities.

This study will utilize two distinct questionnaires to gather data from participants The first is a student study questionnaire aimed at collecting general information regarding students' paragraph writing skills and identifying common grammatical errors in their writing.

The second questionnaire targeted lecturers to gather insights on effective solutions for addressing English grammatical errors in paragraph writing This approach aimed to identify and resolve students' current challenges Consequently, the researchers proposed several recommendations to enhance students' writing skills.

Interview

Interviews are a widely used method for collecting qualitative data, allowing researchers to explore participants' perceptions and attitudes This interactive approach enables researchers to gather additional insights when initial responses are vague or incomplete Consequently, interviews serve not only to validate questionnaire results but also to capture teachers' perspectives on the employed techniques.

The questions for the individual interview were by five students who were randomly chosen among the participants The interview was done along with the questionnaire by 5 students

The researcher will conduct interviews with five second-year Economics students from UTEHY Campus 2, representing three different classes, to gather additional insights that will enhance the data obtained from the questionnaire.

In order to analyze the data, the researcher used all of the information gathered from the interview and questionnaire to represent the data in each section

The analysis of data gathered from survey questionnaires and interviews revealed key insights into common English grammatical errors found in paragraph writing.

The data collected from the questionnaires will be categorized to align with the researcher's inquiries, while qualitative data will be visually represented through charts or tables Additionally, insights from interviews will be analyzed and discussed, highlighting pertinent responses from participants.

However, due to the inconvenience of the Covid-19 situation, all included surveys will be conducted online.

Data analysis

3.5.1.1 The survey questionnaire of the students

The study involved second-year Economics students at UTEHY Campus 2, predominantly aged 19 to 20 Notably, 72% of the participants were female, while 28% were male, with nearly all having over 7 years of English language education The participants completed a survey questionnaire consisting of 9 questions.

*Common English grammatical errors in writing paragraphs

Question 1 Your level of interest in English writing paragraphs

A survey conducted among 80 second-year Economics students at UTEHY Campus 2 revealed varying levels of interest in paragraph writing The findings indicate that 43.7% of students expressed a normal interest, while 35% reported a lack of interest, and 21.3% showed a high level of interest in the activity.

Chart 1: Level of interest in English writing paragraphs

Question 2 What do you think of learning English writing paragraphs?

Chart 2: Students’ opinions about English writing paragraphs

Chart 2 reveals that 45% of students (36 individuals) perceive English writing paragraphs as "very difficult," while 27.5% (22 students) consider the writing skills in English to be "difficult." Additionally, a minority of students feel neutral about their writing abilities, and only a small percentage find writing in English easy.

Question 3 How important do you think about English writing paragraphs?

Chart 3: The role of English writing paragraphs

According to Chart 3, a significant 35% of students consider writing English paragraphs to be very important, while 26.25% view it as important Additionally, 23.75% of students believe it is somewhat important, and only 15% think it is not important at all This data highlights the crucial role that English writing skills play in students' education.

Very difficult Difficult Normal Easy Very easy

Very important Important Little important Not important at all

Question 4 How do you think about the importance of English grammar in writing paragraphs?

Chart 4: The importance of English grammar in writing paragraphs

Per the chart 4, 83.8% of students believe English grammar is very important when writing paragraphs, 16.2% believe it is somewhat important, and 0% said it is not at all important

Question 5 What ways do you often use when writing paragraphs?

A Do not write drafts, write directly 32.5%

B Write in the order of steps 11.25%

C Refer to the same article to write 46.25%

Table 1: Some ways are used in writing paragraphs

According to Table 1, the highest percentage of students, at 46.25%, refer to other articles for guidance Following this, 32.5% of students express uncertainty in drafting their work Additionally, 11.25% of students write in a step-by-step manner, while the lowest percentage, 10%, indicates students who engage in rewriting multiple times.

Very importantLittle importantNot important

Question 6 Do you pay attention to English grammar when you writing paragraph?

Chart 5: Number of students who pay attention to English grammar

According to Chart 5, a significant 36.25% of students never consider English grammar while writing paragraphs, while 43.75% pay attention to grammar occasionally In contrast, only 15% of students frequently focus on grammar, and a mere 5% consistently prioritize it in their writing.

Question 7: What are your common English grammatical errors in writing paragraphs?

Chart 6: Students’ common English grammatical errors in writing paragraphs

Verb tense and form Word order Subject verb- agreement Plurality

PrepositionsArticlesPassive voicePronouns

Chart 6 clearly shows that 27.5% of students make errors in English grammar in terms of verb tense and form The following error is one of word order (22.5%) Subject verb- agreement are the third most common error that students make (16.25%) The percentage of students who make errors with the plurality is 12.5% The remaining small percentage is made up of articles, passive voice and pronouns

*The cause of English grammatical errors in writing paragraphs

Question 8 What are the main causes of English grammatical errors in writing paragraphs?

Chart 7: Main causes of English grammatical errors in writing paragraphs

According to Chart 7, a significant 95% of students attribute their English grammar errors in writing paragraphs to insufficient practice time Additionally, 88.75% of students cite limited vocabulary and structural knowledge as a contributing factor, while 86% point to a lack of writing skills Uncertainty about grammar rules also plays a role, affecting 72.5% of students.

The lower percentage of effective language application can be attributed to factors such as careless and incomplete adherence to application rules, as well as the influence of the mother tongue Additionally, the least impactful reason identified is the generally ineffective teaching methods and error correction strategies employed by instructors, accounting for 26.25%.

*The solutions to improve English grammatical errors in writing paragraphs

Question 9 What solutions do you think should be implemented to improve students' ability to write paragraphs at UTEHY's Department of Economics?

Due to the influence of the mother tongue

Not good writing skills Due to little practice in writing Due to low vocabulary and structure

Due to uncertain grammar Due to limited understanding of social knowledge

CarelessBecause teachers' teaching methods and error correction methods are generally ineffective

Students should invest more time in writing practice 93.8%

Students should reinforce vocabulary, structure and grammar 86.3%

Students should expand their own social knowledge 77.5%

Teachers should promote students' self-correcting abilities 61.3%

Students should self-check their papers in pairs, according to teachers 65%

Teachers should regularly correct and correct errors for students 87.5%

Organize seminars and seminars on writing paragraphs 32.5%

Table 2: Some solutions for reducing English grammar errors when writing paragraphs

According to Table 2, the most recommended solution for students to enhance their writing skills is to invest more time in writing practice, with 93.8% support Conversely, organizing seminars on writing paragraphs received the least endorsement at 32.5% Other significant suggestions include reinforcing vocabulary, structure, and grammar (86.3%), expanding social knowledge (77.5%), and regular error correction by teachers (87.5%) Ultimately, the most effective approach to improve speaking skills involves self-directed learning of vocabulary, grammar, and structure.

3.5.1.2 Survey questionnaires of the teachers

A researcher conducted a survey by distributing questionnaires to three faculty members from the Faculty of Foreign Languages (FFL) who were teaching at the Faculty of Economics at UTEHY Campus 2 The participating teachers, aged between 35 and 50, all possess extensive teaching experience.

English at UTEHY for more than ten years A survey questionnaire with 9 questions was given to the participants

Chart 8: Attitude of the teacher about English writing paragraphs

Chart 8 shows that all teachers agreed that English writing paragraphs is difficult (100%)

According to chart 9, 66.7% teachers believe that English writing paragraphs is important 33.3% teachers think that very important

Very importantImportantLittle importantNot important at all

Per the chart 10, it is clear that all teachers believe that English grammar is very important when writing paragraphs (100%)

Question 4 What ways do your students often use when writing paragraphs?

Chart 11: Some ways students use in writing paragraphs

Chart 11 indicates that 67.3% of educators believe their students infrequently write in a structured order, while 33.3% think students bypass drafting and write directly Notably, no educators feel that their students revisit or refer to the same article multiple times for revisions.

Question 5 Do your students pay attention to English grammar when they writing paragraphs?

Write in the order of steps

Do not write drafts, write directly

Refer to the same article to write

As per chart 12, 100% believe that their students usually pay attention to English grammar when writing paragraphs

Question 6 As for you, what are some common English grammatical errors in writing paragraphs of students?

Chart 13: Common English grammatical errors in writing paragraphs of students

Chart 13 reveals that 33.3% of teachers identify subject-verb agreement and word order as common errors made by students In contrast, 66.7% of educators note that mistakes involving verb tense, passive voice, plurality, articles, and prepositions occur occasionally.

Question 7 As for you, what are the main causes of English grammatical errors in writing paragraphs of students?

Chart 14: Main causes of English grammatical errors in writing paragraphs of students given by teachers

According to Chart 14, 66.7% of teachers attribute frequent English grammar errors made by students to insufficient time for writing practice Additionally, carelessness, limited vocabulary and structure, and inadequate writing skills also contribute significantly to this issue, accounting for 66.7% of the responses In contrast, only 33.3% of respondents linked these errors to uncertainty about grammar rules.

Question 8 As for you, what solutions should be done to improve students' ability to write paragraphs at UTEHY's Department of Economics?

Due to uncertain grammar Incomplete application of rules

Because teachers' teaching methods and error correction methods are…

Due to limited understanding of social knowledge

Students should invest more time in writing practice 100%

Students should expand their own social knowledge 0%

Students should self-check their papers in pairs, according to teachers 33.3%

Teachers should regularly correct and correct errors for students 0%

According to Table 3, all teachers agree that students need to dedicate more time to writing practice, focusing on vocabulary, structure, and grammar They should also foster self-correcting skills, as a significant 66.7% of students struggle in this area While only 33.3% support the idea of students self-checking their work in pairs and organizing seminars on paragraph writing, there is a consensus that expanding social knowledge and regular teacher corrections are not prioritized.

Findings

This chapter discusses the study's findings in order to answer the three research questions raised in the introduction

Question 1: What are the common English grammatical errors committed by the second-year students of the Department of Economics at UTEHY in writing paragraphs?

A recent survey indicated that both teachers and students acknowledge frequent grammatical errors in student-written paragraphs, particularly in five key areas: verb tense and form, word order, prepositions, subject-verb agreement, and plurality Among these, verb tense and form errors are the most prevalent, while pronoun errors are the least common This pattern highlights the need for students to focus more on mastering these essential grammatical concepts.

Question 2: What are the main causes of English grammatical errors in writing paragraphs?

Research indicates that the primary issue behind students' grammatical errors stems from insufficient writing experience An analysis identified five common causes of written errors: inadequate writing practice, limited vocabulary and structure, carelessness, insufficient writing skills, and ambiguous grammar Interestingly, the influence of students' mother tongue appears to have the least impact on their writing mistakes.

Question 3: What are solutions to improve English grammatical errors in writing paragraphs?

Identifying the causes of common grammatical errors in English writing allows students to address their mistakes effectively Researchers analyzed data to propose various solutions, which are largely supported by both instructors and students A key recommendation is for students to dedicate more time to writing practice, followed by a thorough review of vocabulary, structure, and grammar Additionally, it is essential for teachers to consistently correct and provide feedback on students' errors.

The researcher analyzed common grammatical errors in paragraph writing among second-year Economics students at UTEHY and identified their main causes This study lays the groundwork for developing effective solutions to enhance English grammar proficiency and reduce writing errors.

Recommendations

Based on the theoretical insights and key findings outlined in the literature review, the researchers propose several recommendations aimed at benefiting both educators and future researchers.

A recent study reveals that second-year students in the Department of Economics at UTEHY struggle with grammar, encountering significant challenges in both writing and understanding grammar rules To enhance the effectiveness of teaching and learning writing, it is crucial to focus on specific strategies that address these weaknesses.

It is crucial for students learning English to understand the importance of writing paragraphs and grammar Teaching basic grammar thoroughly is essential before they begin practicing writing Research indicates that a significant lack of writing skills is the main reason for students' errors, highlighting the need for instruction on creating outlines, writing topic and conclusion sentences, and mastering sentence and paragraph structure This guidance can help students minimize language interference and reduce errors Additionally, frequent correction of writing errors is necessary to enhance students' skills.

In English writing, employing diverse correction techniques, including peer-correction and teacher-correction, is essential for effective learning Peer-correction not only fosters critical thinking among students but also enhances their awareness of common errors to avoid Furthermore, it promotes a collaborative classroom atmosphere, facilitating various formats such as pair work, group activities, or whole-class corrections.

When addressing students' errors, teachers should strike a balance and avoid excessive correction It's essential to identify specific types of errors to focus on rather than attempting to mark every mistake Additionally, teachers should analyze errors thoroughly, offering detailed explanations alongside corrections Finally, it's important to recognize that different errors may necessitate varied correction techniques.

The author aims for the findings of this thesis to assist both students in enhancing their writing skills and teachers in effectively instructing writing techniques.

CONCLUSION

The summary of the study

This study aims to identify the prevalent grammatical errors among second-year Economics students at UTEHY, addressing two key research questions outlined in the initial section.

An analysis of study questionnaires and student interviews identified the most frequent grammatical errors made by students, focusing on eight categories: passive voice, verb tense and form, subject-verb agreement, word order, prepositions, articles, plurality, and pronouns The research highlighted that the majority of errors were concentrated in four areas: verb tenses and forms, word order, prepositions, and passive voice The primary causes of these errors were found to be insufficient vocabulary and structural knowledge, carelessness, the influence of the mother tongue, and inadequate writing practice, with low vocabulary and structural understanding, along with native language interference, being the most significant factors.

In conclusion, mistakes are an inevitable part of learning a second language, and analyzing these errors is crucial for both teachers and learners to enhance the language acquisition process.

Limitations

This study has several limitations, including a small population size and a relatively short research period Additionally, the author's limited expertise hinders the ability to draw compelling conclusions Furthermore, the research methods employed are somewhat monotonous, indicating a need for more diverse solutions to support students in paragraph writing.

Level of interest in English writing paragraphs

Chart 2: Students’ opinions about English writing paragraphs

Chart 2 reveals that 45% of students (36 individuals) perceive English writing paragraphs as "very difficult," while 27.5% (22 students) consider their writing skills in English to be "difficult." Additionally, some students feel neutral about their writing abilities, and a small percentage find writing in English easy.

According to Chart 3, a significant 35% of students consider writing English paragraphs to be very important, while 26.25% view it as important Additionally, 23.75% of students believe it is somewhat important, and only 15% think it is not at all important This data underscores the critical role that English writing skills play in students' education.

Very important Important Little important Not important at all

Per the chart 4, 83.8% of students believe English grammar is very important when writing paragraphs, 16.2% believe it is somewhat important, and 0% said it is not at all important

Question 5 What ways do you often use when writing paragraphs?

A Do not write drafts, write directly 32.5%

B Write in the order of steps 11.25%

C Refer to the same article to write 46.25%

Table 1: Some ways are used in writing paragraphs

According to Table 1, the highest percentage of students, at 46.25%, rely on other articles for reference, while 32.5% struggle with drafting Additionally, 11.25% of students follow a step-by-step writing process, and the lowest percentage, 10%, indicates those who rewrite their work multiple times.

Very importantLittle importantNot important

Question 6 Do you pay attention to English grammar when you writing paragraph?

According to Chart 5, a significant 36.25% of students report never paying attention to English grammar while writing paragraphs Additionally, 43.75% of students occasionally focus on grammar, whereas only 15% do so frequently, and a mere 5% always prioritize grammar in their writing.

Question 7: What are your common English grammatical errors in writing paragraphs?

Chart 6: Students’ common English grammatical errors in writing paragraphs

According to Chart 7, 95% of students attribute English grammar errors in paragraph writing to insufficient practice time Additionally, 88.75% cite limited vocabulary and structural knowledge as a significant factor, while 86% point to a lack of writing skills Lastly, 72.5% of students identify uncertainty in grammar as another contributing cause.

The low percentage of effective application can be attributed to factors such as careless and incomplete adherence to application rules, as well as the influence of the mother tongue Additionally, the primary reason for this issue is the ineffectiveness of teaching methods and the teacher's approach to error correction, accounting for 26.25%.

Table 2 indicates that the most recommended solution for students is to dedicate more time to writing practice, with a high approval rate of 93.8% In contrast, the least favored suggestion is organizing seminars focused on writing paragraphs, at only 32.5% Other notable recommendations include reinforcing vocabulary, structure, and grammar (86.3%), expanding social knowledge (77.5%), and ensuring teachers regularly correct students' errors (87.5%) Ultimately, the most effective approach for improving speaking skills is for students to independently enhance their vocabulary, grammar, and structural understanding.

The researcher conducted a survey by distributing questionnaires to three faculty members from the Faculty of Foreign Languages (FFL) who were teaching at the Faculty of Economics at UTEHY Campus 2 These educators, aged between 35 and 50, each have extensive teaching experience.

Chart 11 reveals that 67.3% of educators believe their students seldom follow a step-by-step writing process, while 33.3% think students bypass drafting and write directly Notably, no respondents believe their students revisit or reference the same article multiple times.

Chart 13 reveals that 33.3% of teachers identify subject-verb agreement and word order as common errors made by students, while 66.7% of educators note that mistakes in verb tense, passive voice, plurality, articles, and prepositions occur occasionally.

Chart 14 reveals that 66.7% of teachers attribute frequent English grammar errors made by students to insufficient time for practicing paragraph writing Additionally, carelessness, limited vocabulary and structure, and inadequate writing skills contribute significantly to this issue, also accounting for 66.7% In contrast, only 33.3% of respondents cited uncertainty in grammar as the cause of these errors.

According to Table 3, 100% of teachers agree that students need to dedicate more time to writing practice, emphasizing the importance of improving vocabulary, structure, and grammar Teachers should also foster students' self-correcting skills, as a significant 66.7% of students struggle in this area While only 33.3% support peer review in pairs and organizing seminars on paragraph writing, there is a consensus that expanding social knowledge is not a priority Additionally, there is no belief among teachers that they should consistently correct students' errors.

The student interview consisted of three open-ended questions designed to explore second-year students' perspectives on the challenges they face with English grammatical errors in paragraph writing By engaging with five second-year Economics students at UTEHY Campus 2, valuable insights were gathered that can inform potential solutions for enhancing their writing skills.

Question 1: How often do you practice English writing paragraphs in class?

Most of the students confirmed that they did not frequently practice English writing paragraphs in class They just practiced when their teachers asked them to do

Question 2: Do you think that English grammar in writing paragraphs is important?

Five students agree that English grammar is essential for writing effective paragraphs, as it serves as the foundation for strong writing and ensures proper structure and clarity.

Question 3: In your opinion, are the most common English grammatical errors in paragraph writing?

Students’ common English grammatical errors in writing paragraphs

According to Chart 7, 95% of students attribute their English grammar errors in writing paragraphs to a lack of time for practice Additionally, 88.75% cite low vocabulary and structural knowledge as a significant factor Lack of writing skills follows closely at 86%, while 72.5% of students identify uncertainty in grammar as another contributing cause.

The low percentage of success can be attributed to factors such as careless and incomplete application of rules, as well as the influence of the mother tongue Additionally, the primary reason for this issue is the ineffectiveness of teaching methods and the teacher's approach to error correction, which accounts for 26.25% of the problem.

Table 2 reveals that the most recommended solution for improving writing skills is for students to dedicate more time to writing practice, with a significant 93.8% support In contrast, the least favored suggestion is organizing seminars on writing paragraphs, which garnered only 32.5% Other notable recommendations include reinforcing vocabulary, structure, and grammar (86.3%), expanding social knowledge (77.5%), and regular error correction by teachers (87.5%) Ultimately, the most effective approach to enhance speaking skills is for students to independently learn vocabulary, grammar, and structure.

A researcher conducted a survey by distributing questionnaires to three faculty members from the Faculty of Foreign Languages (FFL) who are currently teaching at the Faculty of Economics at UTEHY Campus 2 These educators, aged between 35 and 50 years, bring a wealth of experience to their teaching roles.

Chart 11 reveals that 67.3% of educators believe their students rarely follow a step-by-step writing process, while 33.3% think students skip drafting and write directly Notably, no educators feel that their students revisit the same article for multiple revisions.

Chart 13 reveals that 33.3% of teachers identify subject-verb agreement and word order as prevalent errors among students, while 66.7% acknowledge that mistakes related to verb tense, passive voice, plurality, articles, and prepositions occur occasionally.

Chart 14 indicates that 66.7% of teachers attribute frequent English grammar errors made by students to insufficient time for practicing paragraph writing Additionally, carelessness, limited vocabulary and structure, and inadequate writing skills contribute significantly to these errors, also accounting for 66.7% In contrast, only 33.3% of respondents linked the mistakes to uncertain grammar knowledge.

According to Table 3, all teachers agree that students need to dedicate more time to writing practice, focusing on vocabulary, structure, and grammar Encouraging students to develop self-correcting skills is crucial, as a significant 66.7% of students struggle in this area While some believe in peer review and organizing seminars on paragraph writing (33.3%), there is a consensus that students should not solely rely on expanding their social knowledge, and teachers must consistently provide corrections to enhance student learning.

The student interview consisted of three open-ended questions designed to explore second-year students' perspectives on the challenges they face, particularly regarding English grammatical errors in paragraph writing By interviewing five second-year Economics students at UTEHY Campus 2, valuable insights were gathered that can inform potential solutions for enhancing their writing skills.

Five students unanimously agree that English grammar is essential for writing effective paragraphs, as it serves as the foundation for strong writing, ensuring proper structure and clarity.

Five students reported frequent English grammar errors while writing paragraphs, with the most common issues being verb tense and form, word order, plurality, and subject-verb agreement.

Question 4: In your opinion, what are the main causes of English grammatical errors in paragraph writing?

In a recent survey, three out of five students identified insufficient time for practicing paragraph writing, along with limited vocabulary and grammatical skills, as the primary reasons for their writing errors Meanwhile, the remaining two students attributed their difficulties to inadequate writing abilities and a lack of social knowledge.

Question 5: As for you, what solutions should be done to improve students' ability to write paragraphs?

Most students expressed a desire to dedicate more time daily to practice, aiming to enhance their vocabulary and understanding of English structure for improved paragraph writing skills.

Survey responses indicated that both teachers and students acknowledged frequent grammatical errors in student-written paragraphs, particularly in five key areas: verb tense and form, word order, prepositions, subject-verb agreement, and plurality Notably, errors related to verb tense and form were the most prevalent, while pronoun mistakes were the least common This pattern of errors highlights the necessity for students to focus more on mastering these essential grammatical concepts.

Attitude of the teacher about English writing paragraphs

The role of English writing paragraphs

The importance of English grammar in writing paragraphs

Some ways students use in writing paragraphs

Chart 11 reveals that 67.3% of educators believe their students seldom write in a step-by-step manner, while 33.3% think students skip drafting and write directly Notably, no educators feel that their students revisit or rewrite the same article multiple times.

Number of students who pay attention to English grammar

Common English grammatical errors in writing paragraphs of students

Chart 13 reveals that 33.3% of teachers identify subject-verb agreement and word order as common errors made by students In contrast, 66.7% of educators acknowledge that mistakes related to verb tense and form, passive voice, plurality, articles, and prepositions occur occasionally.

Main causes of English grammatical errors in writing paragraphs of

Chart 14 reveals that 66.7% of teachers believe students frequently make English grammar errors due to insufficient time for writing practice Additionally, carelessness, inadequate vocabulary and structure, and limited writing skills contribute significantly to these issues, also cited by 66.7% of respondents In contrast, only 33.3% attributed the errors to uncertain grammar.

According to Table 3, all teachers agree that students need to dedicate more time to writing practice, emphasizing the importance of enhancing vocabulary, structure, and grammar skills Teachers are encouraged to foster students' self-correcting abilities to address the significant failure rate of 66.7% While only 33.3% of respondents support group self-checking and organizing writing seminars, there is a consensus that expanding social knowledge is not a priority, and regular error correction by teachers is deemed unnecessary.

The student interview consisted of three open-ended questions designed to explore second-year students' perspectives on the challenges they face, particularly regarding English grammatical errors in paragraph writing Through interviews with five second-year Economics students at UTEHY Campus 2, valuable insights were gathered that could inform potential solutions for enhancing their writing skills.

Five students unanimously agree that English grammar is essential for writing effective paragraphs, as it serves as the foundation for proper structure and clarity.

Five students identified numerous English grammar errors in their writing, with the most frequent issues being related to verb tense and form, word order, plurality, and subject-verb agreement.

Question 4: In your opinion, what are the main causes of English grammatical errors in paragraph writing?

A survey of five students revealed that the primary causes of their writing errors include insufficient time for paragraph practice, limited vocabulary, and inadequate grammatical structure While three students identified these factors as the main issues, the other two attributed their difficulties to poor writing skills and a lack of social knowledge.

Question 5: As for you, what solutions should be done to improve students' ability to write paragraphs?

Most students expressed a desire to dedicate more time to daily practice, aiming to enhance their vocabulary and understanding of English structure to improve their paragraph writing skills.

A recent survey indicated that both teachers and students acknowledge frequent grammatical errors in student-written English paragraphs The five most common errors identified include issues with verb tense and form, word order, prepositions, subject-verb agreement, and plurality Notably, errors related to verb tense and form were the most prevalent, while pronoun errors were the least common These findings highlight the necessity for students to focus more on mastering these essential grammatical concepts.

Surveys indicate that the researcher addressed the second research question by analyzing the primary causes of students' grammatical errors Five common factors contributing to written errors include insufficient writing practice, limited vocabulary and structure, carelessness, inadequate writing skills, and ambiguous grammar The predominant cause identified is a lack of writing experience, while the influence of students' mother tongue on their writing errors is considered minimal.

Question 3: What are solutions to improve English grammatical errors in writing paragraphs?

Identifying the causes of common English grammatical errors enables students to address their writing issues effectively Researchers conducted data analysis to develop solutions for these errors, with a consensus among both lecturers and students emphasizing the importance of dedicated writing practice Additionally, students should focus on reviewing vocabulary, structure, and grammar regularly Moreover, it is essential for teachers to consistently correct students' mistakes to enhance their learning process.

The researcher analyzed common English grammatical errors in paragraph writing among second-year Economics students at UTEHY, identifying key issues and their primary causes This study provides a basis for developing effective solutions to enhance English grammar proficiency in writing.

Based on the theoretical insights and key findings discussed in the literature review, the researchers propose several recommendations aimed at benefiting both educators and future researchers.

A study reveals that second-year Economics students at UTEHY struggle with grammar, leading to significant challenges in both writing and understanding grammar rules To enhance the effectiveness of teaching and learning writing, it is crucial to focus on specific strategies and practices.

Understanding the importance of paragraph structure and grammar is crucial for students learning English To build a solid foundation, educators must prioritize teaching basic grammar before diving into writing practice Research indicates that inadequate writing skills are the main reason for students' mistakes, highlighting the need for instruction on creating outlines, crafting topic and conclusion sentences, and mastering sentence and paragraph construction This guidance can minimize language interference and reduce writing errors Additionally, regular correction of students' writing mistakes is essential for their improvement.

Effective English writing benefits from the flexible use of correction techniques, particularly peer-correction and teacher-correction Peer-correction fosters critical thinking and helps students recognize and avoid common errors, while also promoting a collaborative classroom atmosphere This technique can be implemented through pair work, group activities, or whole-class correction sessions, enhancing the overall learning experience.

Tiêu đề	A Study On Common English Grammatical Errors In Writing Of The Second-Year Students Of The Department Of Economics At Hung Yen University Of Technology And Education
Tác giả	Nguyen Thi Thuy Dung
Người hướng dẫn	Truong Thi Huong
Trường học	Hung Yen University of Technology and Education
Chuyên ngành	English Linguistics
Thể loại	Graduation Paper
Năm xuất bản	2021
Thành phố	Hung Yen

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