Common grammatical errors in speaking skills of efl pre intermediate students at lac hong university master graduation project in english language

Abstract This research study makes a substantial contribution to the field of EFL teaching and learning by tackling a critical issue in the language proficiency of pre-intermediate stude

MINISTRY OF EDUCATION AND TRAINING

LAC HONG UNIVERSITY

1 Assoc Prof Dr PHAM HUU DUC

2 Dr NGUYEN THI BICH HUONG

DONG NAI, 2024

TABLE OF CONTENT

ACKNOWLEDGEMENTS ………1

ABSTRACT……… 2

THE RECOGNIZANCE FOR NON-PLAGIARISM………3

INTRODUCTION Background to the study……….…4

Statement of the problem……… 6

Aims of the study………7

Research questions ………7

Significance of the study ………8

Organization of the study………8

CHAPTER 1: LITERATURE REVIEW 1.1 Definitions of speaking skills ……….11

1.1.1 Definitions of errors and grammatical errors in English speaking skills…… 14

1.1.1.1 Definition of errors……… 14

1.1.1.2 Error and Mistake……….15

1.1.1.3 Definition of grammatical errors in English speaking skills………16

1.1.2 Kinds of common grammatical errors in English speaking skills………… 18

1.1.2.1 Subject-Verb agreement……… 18

1.1.2.2 Appropriate article usage……… 19

1.1.2.3 Verb-Tense inconsistency………20

1.1.2.4 Word order……….… 21

1.1.2.5 Prepositions……… ………22

1.2 Causes of grammatical errors in English speaking skills………23

1.3 Previous studies……… 26

1.4 Research gaps……… ……… 31

1.5 Conceptual framework……….….….32

CHAPTER 2: RESEARCH METHODOLOGY 2.1 Research design……… 33

2.2 Research site……… 33

2.3 Participants……….34

2.4 Instruments……….35

2.5 Data collection………35

2.6 Data analysis……… 38

2.7 Reliability & Validity……….39

2.8 Ethical consideration.……….40

CHAPTER 3: FINDINGS & DISCUSSION Research Question 1 ……… 41

3.1 Pre-test results… ………41

3.2 On-going test results… ……….……42

3.3 Post-test results… ……….43

Research Question 2 ……… 45

3.4 Lack of Exposure to English Outside the Classroom……… 45

3.5 Inadequate Instructional Resources ………46

3.6 Difficulty in Understanding English Grammar Rules ……….47

3.7 Lack of Practice Opportunities……… 47

3.8 Discussion……… 48

CONCLUSION Conclusion ……… 50

Summary of the main findings ……… 50

Implications ……… …… 52

Limitations ……… …… 52

Suggestion for future research ………53

REFERENCES

APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX D

APPENDIX E

Special thanks are also due to Lac Hong University for providing access to the-art facilities and resources that played a crucial role in the execution of this research study

state-of-To my friends and colleagues who provided unwavering support and engaging discussions, I extend my heartfelt appreciation Your camaraderie made the research journey more enriching

In conclusion, this research stands as a testatment to the collective efforts of the aforementioned individuals and institutions Their contributions have left an indelible mark on this work, and for that, I am truly grateful

Le Huynh Long

Dong Nai, July, 2024

Abstract

This research study makes a substantial contribution to the field of EFL teaching and learning by tackling a critical issue in the language proficiency of pre-intermediate students majoring in English language at Lac Hong University By pinpointing the most prevalent grammatical errors in speaking skills, the study offers educators a clear framework for providing targeted feedback and implementing effective corrective measures Employing quantitative research methods enables a deeper understanding of students' attitudes towards their language learning experiences, thereby informing more strategic teaching approaches The study identifies subject-verb agreement, tens misuse, word order, appropriate article usage and prepositions

as the primary grammatical challenges among pre-intermediate EFL students, aligning with existing research findings This underscores the importance for instructors to prioritize these areas in their lessons and devise specific activities to address these persistent errors Moreover, the study delves into the underlying reasons behind these grammatical inaccuracies in the speaking skills of EFL pre-intermediate students at Lac Hong University Overall, this research study holds significant implications for identifying common grammatical errors in English speaking skills among EFL pre-intermediate students at Lac Hong University It provides valuable insights and practical recommendations for both instructors and students to enhance their oral communication proficiency in English

Keywords: speaking English skills, pre-intermediate EFL learners, Lac Hong

University, speaking fluency

THE RECOGNIZANCE FOR NON-PLAGIARISM

I, Le Huynh Long, certify that the research paper titled “ The Common

Grammatical Errors in Speaking Skills of EFL Pre-Intermediate Students at Lac Hong University ” is an original work conducted by me This paper does not

include any material that has been previously published or written by another individual, except where proper acknowledgment has been made All sources of information and data utilized in this research have been accurately cited This paper has not been submitted for any other course, degree, or examination at any other institution I am aware of the consequences of plagiarism and the academic policies that govern it, including the possibility of disciplinary action By signing this document, I affirm that this paper is my own work and that I have followed all principles of academic integrity

Dong Nai, July, 2024

Author

Le Huynh Long

INTRODUCTION

I Background to The Study

English, widely recognized as the global language, holds significant importance in the education system of Vietnam across various levels, ranging from junior to academic Among the four essential language skills - speaking, listening, writing, and reading, English speaking skills are considered crucial due to the necessity for learners to effectively communicate in the language (Ur, 1996) Moreover, the primary objective of English language learning and teaching is to equip learners with the ability to communicate accurately and proficiently in English (Davies & Pearse, 2000) However, many English learners struggle to achieve fluency and accuracy in their spoken communication due to insufficient knowledge of the language

The importance of possessing proficient speaking skills in English as a means to establish a successful career has been widely acknowledged and supported by empirical studies (Ahmad, 2008; Hamid, 2012; Hamid, Jahan, & Islam, 2013; Leitner, Hashim, & Wolf, 2016; Rahman & Pandian, 2018) Effective verbal communication is considered an indispensable and fundamental aptitude that necessitates continuous refinement in daily interactions Achieving fluency in spoken English language proficiency is generally stratified into three levels: elementary, intermediate, and advanced However, learners often encounter considerable challenges in attaining these levels if they employ inappropriate or ineffective pedagogical methods for enhancing their English speaking abilities (Ngoc & Dung, 2020) In their respective works, Louma (2004) and Cameron (2001) both highlight the significance of speaking as a fundamental aspect of interpersonal communication According to these experts, speaking serves as a crucial language ability that enables individuals to convey their thoughts and meanings effectively Loubazid (2012) further emphasizes that speaking plays a pivotal role in the development and enhancement of other language skills, such as grammar and vocabulary This assertion is grounded in the understanding that language proficiency is interconnected, and the mastery of one skill can positively impact others However, challenges may arise in the development of speaking abilities due to limitations in

grammar, pronunciation, and vocabulary In Vietnam, the role of English as a foreign language is experiencing a pronounced ascension, spurred by the imperatives of modernization and the demands of global integration Embedded within the fabric of general education, English has ascended to the echelons of foundational subjects, asserting its significance alongside mathematics and science This elevation underscores the pivotal role English proficiency plays not only in academic success but also in shaping the trajectories of future career opportunities The imperative to excel in English permeates educational institutions at all tiers, from primary schools

to tertiary education In response to the burgeoning importance of English proficiency, concerted efforts have been marshaled to bolster the quality of English language education across the nation Fundamental to this endeavor is the recalibration of educational curricula, imbuing them with pedagogical approaches attuned to the evolving exigencies of language acquisition Concurrently, teachers are afforded opportunities for professional development through workshops and training sessions, aimed at equipping them with the requisite expertise to navigate the intricacies of English language instruction in an ever-evolving educational landscape Moreover, students are being immersed in innovative educational paradigms, leveraging technology and interactive learning modalities to engender deeper engagement and enhanced language acquisition outcomes

Central to the discourse surrounding English language acquisition is the primacy of speaking proficiency, as articulated by Ur (1996) Within the constellation of language skills, encompassing listening, speaking, reading, and writing, speaking emerges as the quintessential marker of communicative competence Yet, the journey towards spoken English proficiency is fraught with a litany of challenges, as elucidated by Sato (2003) Learners grapple with a pervasive fear of error, lexical constraints, and the psychological burden of conversational apprehension Moreover,

Ur (1996) underscores the multifaceted impediments encountered by ESL and EFL speakers, ranging from inhibitions and limited participation to the pervasive influence

of the mother tongue Rababah (2005) delves deeper into the intricate web of factors shaping EFL learners' speaking proficiency, attributing speaking difficulties to internal constraints such as lexical deficiencies, strategic inadequacies, and

motivational disparities Moreover, the absence of a conducive language environment and limited discourse opportunities compound the challenges faced by learners Littlewoods (1981) further accentuates the pivotal role of pedagogical practices in shaping learners' linguistic trajectories, emphasizing the deleterious impact of teachers reverting to their native language in the classroom, thereby impeding students' exposure to and immersion in the target language

Shumin (2002) underscores the insufficiency of a mere focus on grammar and semantics in foreign language acquisition, highlighting the multifaceted nature of becoming proficient in speaking a foreign language It becomes evident that developing fluency in spoken English entails not only a comprehensive focus on various language skills, including writing, listening, and reading, but also an optimal learning environment that fosters effective verbal communication Specifically, university students exhibit deficiencies in their capacity to employ English language effectively A significant majority of English language learners confront significant obstacles in developing speaking proficiency, often characterized by a lack of confidence when communicating in English (Zhang, 2019) These learners are frequently burdened with apprehensions regarding grammatical accuracy, inadequate lexical resources, and challenges related to pronunciation Scholars such as Dash (2012) and Floriasti (2013) have highlighted various factors that contribute to the hurdles faced by learners in achieving fluency in spoken English, ranging from limited linguistic knowledge and a lack of learning drive to individual personality traits Consequently, expressing ideas in a clear and comprehensible manner becomes increasingly arduous for learners, ultimately leading to diminished motivation and enthusiasm for continued language learning endeavors

II Statement of the problem

In order to thoroughly investigate the widespread grammatical errors evident in the speaking abilities of EFL Pre-Intermediate students majoring in English language at Lac Hong University, it is imperative to adopt a holistic approach Various methods and strategies such as role-playing, task-based language teaching, graphic organizers, music, and storytelling are employed to enrich overall speaking proficiency

However, this study specifically emphasizes the identification and analysis of common grammatical inaccuracies The primary goal extends beyond merely enumerating these errors; it aims to foster both fluency and precision in spoken English communication among the EFL students majoring in English language at Lac Hong University This research endeavors to empower students by addressing these linguistic challenges comprehensively, thereby enhancing their capability to communicate effectively and accurately in English across diverse contexts

III Aims of The Study

The study aims to:

1 To investigate common grammatical errors in speaking skills which EFL Pre-intermediate students majoring in English language at Lac Hong University easily encounter during their speaking skills improvement

2 To sort out the causes behind these grammatical mistakes made by EFL Pre-intermediate students majoring in English language at Lac Hong University in their improvement of English speaking skills

IV Research Questions

To fulfill the purpose of the study, the survey was seeking to answer the following research questions:

1 What are the most common types of grammatical errors observed in

spoken communication?

2 What are the causes of these grammatical errors in the spoken English?

V Significance of The Study

In this day and age, effective English communication is vital across various fields like academia, business, and diplomacy However, mastering English grammar poses challenges for many non-native speakers, leading to widespread errors in spoken communication

This study aims to uncover common grammatical errors encountered by English as a Foreign Language (EFL) learners in speaking skills By pinpointing these errors, both educators and learners can gain valuable insights into areas needing focused instruction Understanding the underlying causes and patterns of these errors can guide the development of more effective teaching methods and materials tailored to address specific linguistic difficulties This tailored instruction can boost learners' confidence and proficiency in spoken English, facilitating smoother communication and enhancing personal and professional success

Moreover, this research contributes to linguistic understanding by exploring how grammatical errors manifest in spoken discourse Its findings hold practical implications for language educators, learners, and curriculum developers, bridging the gap between linguistic theory and teaching practices By tackling common grammatical errors in English speaking skills, we can promote more efficient communication and advance language education in our increasingly interconnected global society

VI Organization of The Study

The study consists of five chapters:

Introduction

The Introduction chapter sets the foundation for the study by presenting the background of common grammatical errors in the speaking skills of EFL pre-intermediate students majoring in English language at Lac Hong University It highlights the significance of identifying and addressing these errors to improve language proficiency The chapter articulates the primary objectives, and poses the

central research questions It establishes the importance of this research study in the context of language learning, illustrating its aims to provide a clear focus for the investigation

Chapter 1: Literature review

This chapter provides a comprehensive analysis of existing research on grammatical errors in EFL students' speaking skills It starts with an exploration of definitions of speaking skills and grammatical errors The chapter then reviews relevant studies, summarizing key findings related to common grammatical errors among EFL learners By critically analyzing previous research, this chapter establishes a foundation for the current study, highlighting gaps in the literature specifically related

to pre-intermediate students majoring in English language at Lac Hong University before giving a conceptual framework for the research study

Chapter 2: Research methodology

The Research Methodology chapter outlines the systematic approach taken to investigate the common grammatical errors in the speaking skills of EFL pre-intermediate students majoring in English language at Lac Hong University It details the research design, including the overall strategy and specific methods used The chapter describes the number of participants in this research study and how to collect data, ensuring representativeness and reliability Moreover, this chapter also illustrates the tools and procedures used to gather information from the students On top of that, the chapter covers data analysis techniques employed to interpret the data and discusses ethical considerations

Chapter 3: Findings and discussion

In the Findings and Discussion chapter, the results of the research on grammatical errors in EFL students' speaking skills are presented and analyzed This chapter begins with a clear presentation of the data, using tables to illustrate for better understanding It then interprets these findings in the context of the research questions, providing a detailed analysis of the most common errors identified The

discussion section compares the findings with the reviewed literature, highlighting consistencies and differences, and exploring their implications

Conclusion

In the Conclusion, it summarizes the research findings and their implications for EFL education It recaps the key results, linking them back to the research questions and objectives, and drawing definitive conclusions about the common grammatical errors

in the speaking skills of EFL pre-intermediate majoring in English language students

at Lac Hong University Additionally, the chapter acknowledges the study's limitations, providing a balanced view of the research outcomes and their applicability before suggesting areas for future research to further explore and mitigate grammatical errors in EFL learners

CHAPTER 1: LITERATURE REVIEW

In this chapter, the researcher is going provide basic information of the research relating to the subject matter There are some major concerns illustrated in this chapter consisting of theoretical descriptions, grammatical errors causes, research gaps extracted from previous studies and conceptual framework

1.1 Definitions of Speaking Skills

Speaking, in the context of language, pertains to the facilitation of orally produced discourse via a complex network of neural and motor functions Specifically, the process of speaking involves the strategic identification and organization of words into coherent syntactic structures, while adhering to grammatical rules and utilizing appropriate intonation Additionally, this faculty also mandates the accurate execution of nuanced articulatory movements, as well as skilled listening and comprehension abilities Furthermore, successful oral communication necessitates a thorough comprehension of cultural norms and social propriety

The skill of speaking is a productive attribute, relevant in language learning and acquisition, which involves the systematic verbalization of meaningful ideas (Bailey

& Nunan, 2005; Brown, 2019) According to Bygate (1987), speaking can be considered as motor-perceptive skills that entail the perception, recollection, and accurate articulation of language sounds and structures Alongside this perspective, Torky (2006) defines speaking as the act of producing distinct auditory signals that aim to elicit various verbal responses in a listener

According to Chaney's perspective in Juhana's research (2012:10), speaking can be understood as the act of conveying one's thoughts and ideas through words This process involves the creation and exchange of meaning, which is facilitated by both spoken and non-verbal cues Moreover, it is adaptable to different situations and contexts In Yulianty's work (2005:8), Hasby Abbas explains that speaking is considered an oral communication method for transmitting messages This method encompasses both the productive skill of speaking and the receptive skill of listening Byrne, in his analysis published in Muhtar (2014), describes oral communication as

a dynamic interchange between speakers and listeners Both parties play vital roles

in this exchange, with speakers encoding their messages using appropriate language and listeners actively decoding and interpreting the information conveyed Brown's viewpoint in Rahmawana's study (2001) identifies speaking as an interactive, context-dependent process that primarily focuses on exchanging information The form and meaning of this exchange are influenced by various factors, such as the participants involved, their collective experiences, the physical environment, and the purpose of communication This process often results in spontaneous, open-ended, and engaging conversations In the expansive domain of language pedagogy and acquisition, the cultivation of speaking skills emerges as an indispensable facet among the pantheon

of linguistic proficiencies It transcends mere communication; it embodies the essence of linguistic competence, serving as the linchpin upon which effective language acquisition hinges This assertion finds resonance in Nunan's (1999) poignant analogy, wherein he juxtaposes listening as the overlooked Cinderella of second language acquisition against the more dominant elder sister, speaking In this analogy, speaking assumes a position of primacy, symbolizing the preeminent marker

of linguistic proficiency Indeed, the ability to engage in meaningful discourse in another language encapsulates the pinnacle of language acquisition achievement

Goh and Burns (2012) further expound upon this premise by elucidating the centrality

of spoken English mastery in the pursuit of second language acquisition For many language learners, the acquisition of proficiency in spoken English stands as a paramount objective, a litmus test by which they gauge their progress and the efficacy

of their language learning endeavors It serves as a tangible benchmark against which learners measure their linguistic growth, reflecting not only their linguistic competence but also their ability to navigate real-world communicative contexts with fluency and confidence

Burkart's (n.d.) contribution to this discourse underscores the deeply ingrained belief among language learners that fluency in speaking surpasses other linguistic competencies in significance Fluency, in this context, transcends mere linguistic accuracy; it embodies the ability to engage in seamless and spontaneous verbal exchanges, to navigate the intricacies of conversation with agility and ease It is,

therefore, unsurprising that many learners regard speaking as the ultimate litmus test

of their language acquisition prowess, measuring their progress not in terms of grammatical proficiency or lexical knowledge alone but rather in their ability to communicate effectively and authentically in the target language In essence, the discourse surrounding the importance of speaking in language acquisition endeavors extends far beyond the confines of linguistic theory; it permeates every facet of language pedagogy and practice From Nunan's evocative analogy to Goh and Burns' pragmatic insights and Burkart's affirmation of learners' perceptions, a coherent narrative emerges—one that underscores the pivotal role of speaking proficiency in the journey towards linguistic mastery It is a narrative that speaks not only to the intrinsic value of speaking skills but also to their transformative potential in shaping learners' linguistic identities and empowering them to navigate the complexities of multilingualism with confidence and competence

Speaking, as an essential aspect of human communication, has been defined and explored from various perspectives, highlighting its multifaceted nature and the diverse competencies it encompasses The Webster New World Dictionary characterizes speaking as the act of orally expressing thoughts and ideas, emphasizing the oral nature of this communicative process Nunan, drawing on Kayi's work from

2006, underscores fluency as a crucial element of speaking, referring to the effective and confident use of language with minimal unnatural pauses Harmer (2007) emphasizes the importance of processing information and language on the spot, in addition to having a solid understanding of language features, to successfully engage

in speaking activities Siahaan (2008) specifically categorizes speaking as a productive language skill, focusing on the ability to generate understandable sounds that can be comprehended by others Fulcher (2003) describes speaking as the utilization of language for the purpose of communication between two or more individuals, who simultaneously function as both listeners and speakers Situjuh (2011) further elaborates on this concept by emphasizing the collaborative nature of speaking, incorporating participants' contributions, assumptions, expectations, and interpretations in various contexts Burns and Joyce (1997) define speaking as an interactive process of constructing meaning, involving the production, reception, and

processing of information This process is context-dependent and influenced by the purposes of communication

1.1.1 Definitions of Errors and Grammatical Errors in English Speaking Skills

1.1.1.1 Definitions of Errors

In a general sense, errors refer to mistakes, inaccuracies, or deviations from correctness or accuracy in various contexts, such as calculations, judgments, actions,

or processes These can stem from oversight, lack of knowledge, misunderstanding,

or other factors, and they may lead to unintended consequences or flawed outcomes

In academic or research settings, errors can manifest as inaccuracies in data collection, analysis, interpretation, or reporting, potentially compromising the validity and reliability of findings It's crucial to identify, address, and minimize errors to maintain integrity and credibility in various endeavors

According to Simbolon (2015), an error refers to a consistent deviation from the correct usage in language learning When a second or foreign language learner repeatedly makes mistakes, it indicates a failure to grasp the correct form Moreover,

if students are unable to correct their own errors despite being acquainted with the correct form, it qualifies as an error (Edge, 1989:10) Correcting errors typically requires external intervention, as self-correction can be challenging even when students are aware of the correct structure Therefore, students need to be aware of their errors in order to improve their language skills

Corder (1990) observes that errors can have three significant implications: they provide the teacher with insights into the extent of the learner's progress, they offer researchers evidence on language acquisition processes, and they act as tools through which learners uncover the rules of the target language Errors can occur unintentionally or naturally Following this, Lennon (2015) defines an error as "a linguistic form or combination of forms that, in a given context and under similar conditions of production, would likely not be produced by native speakers." In contrast, Corder (1967) distinguishes between a mistake, which is a performance

error resulting from a random guess or slip, and an error, which reflects the idiosyncrasies of the learner's interlanguage, demonstrating the learner's evolving system of language acquisition

1.1.1.2 Error and Mistake

An "error" is attributed to a learner's insufficient grasp of language norms, indicating

a lack of awareness of the correct usage These errors may recur and often go unnoticed by the learner, forming part of their incomplete comprehension without being recognized as errors Due to this lack of awareness, self-correction of errors is typically not possible

On the other hand, a "mistake" arises when someone fails to apply a known linguistic system accurately, such as a native speaker making a grammatical error despite knowing the correct rules Both native speakers and second language learners can make mistakes, but native speakers generally possess the ability to swiftly rectify them Mistakes can range from slips of the tongue to unintentional grammatical errors and can be corrected either independently or with external assistance

According to Corder (1981), in English language learning, both "errors" and

"mistakes" hold distinct categories Errors stem from systematic gaps in learners' knowledge, reflecting instances where learners are unaware of the correct usage Conversely, mistakes represent occasional performance lapses, occurring when learners fail to execute what they know in a specific situation Corder emphasizes that errors serve as indicators of learners' achievement levels for teachers and researchers, shedding light on learners' strategies in language acquisition and providing a metric for assessing progress Simbolon (2015:74) underscores the significance of errors in language learning, as they reveal the presence of an interlanguage, a transitional stage

in linguistic development In contrast, mistakes hold less importance for learners Mistakes are characterized as performance errors resulting from either random guesses or slips, wherein the individual is already familiar with the rules and can rectify them Conversely, errors are unconscious mistakes made by learners who lack awareness of the rules, rendering them unable to correct their errors

According to Ellis (2012), a "mistake" typically refers to errors in performance, which may occur accidentally due to slips of the tongue, fatigue, or a lack of attention, resulting in a temporary reduction in the speaker's ability to perform In these instances, learners fail to apply their existing knowledge correctly, leading to mistakes despite possessing full competence Such errors can occur regardless of whether the individual is speaking their native language or a foreign one (Tarone, Bigelow, & Hansen, 2013) Even when these mistakes are pointed out, there is no guarantee that the speaker can immediately correct them (Ellis, 2012) Instead, they may feel uncertain because they lack the ability to self-correct at that moment (Ellis, 2012) For instance, a learner might say "Does he can sing songs?", indicating that their understanding is limited to the placement of auxiliary verbs at the beginning of question sentences While they may know how to use the auxiliary "does" for the third person in the simple present tense, they may not grasp the construction of question sentences by moving a modal verb to the beginning of the sentence

Errors are considered as consistent deviations made by learners who have not yet fully grasped the rules of second and foreign languages Learners are unable to correct these errors themselves because they reflect their current stage of language development Conversely, mistakes are described as occasional slips caused by factors like fatigue or excitement, and learners can easily correct them on their own Native speakers can quickly identify and rectify mistakes due to their comprehensive understanding of their mother tongue's linguistic structure (Scovel, 2001)

In essence, errors manifest as incorrect sentence constructions that reflect learners' knowledge gaps, while mistakes occur when learners are capable of self-correction Mistakes are made incorrect utterances or sentences unintentionally, where learners fail to express what they already know or intend to convey

1.1.1.3 Definition of Grammatical Errors in English Speaking Skills

According to various scholars, the concept of error in language learning encompasses

a spectrum of interpretations J Richard et al (2002) define error as the inaccurate utilization of lexical items, speech acts, or grammatical structures, reflecting an incomplete grasp of the language and suggesting ongoing learning processes In

contrast, Hendrickson (1987) posits errors as indicative of a learner's developmental stage, signaling areas of language proficiency yet to be mastered Brown (2007) contends that errors represent deviations from native speaker norms, shedding light

on learners' competencies and attitudes towards language acquisition.Similarly, Norrish (1983) views errors as systematic occurrences, arising from misunderstandings or misapplications of language rules during practice, potentially leading to entrenched habits if left unaddressed James (1998), on the other hand, emphasizes errors in terms of grammatical correctness and acceptability, categorizing linguistic ignorance into distinct types such as grammaticality, acceptability, correctness, and strangeness Additionally, Ellis (1997) underscores errors as manifestations of gaps in learners' knowledge, stemming from an insufficient understanding of correct usage He posits that while errors are inevitable in language acquisition, learners may lack the awareness to recognize and rectify them independently

Grammatical errors in English speaking skills refer to departures from the established norms and structures of English grammar observed during verbal communication These errors encompass a broad spectrum of linguistic aspects, including inaccuracies

in verb tense usage, subject-verb agreement discrepancies, misplacement or omission

of modifiers, improper word order, misuse of pronouns, articles, prepositions, and conjunctions, as well as syntactic errors like sentence fragments or run-on sentences These errors may arise due to various factors, such as incomplete language acquisition, limited proficiency in English, interference from the speaker's native language, lack of awareness of grammatical rules, or simply oversight and carelessness in speech Researchers and language educators employ various approaches to analyze and address grammatical errors in English speaking skills Error analysis techniques involve identifying and categorizing the types of errors made by language learners, studying patterns of error occurrence, and identifying potential sources or causes of these errors Additionally, strategies for providing corrective feedback, such as offering clear explanations, modeling correct usage, and engaging in communicative practice activities, are utilized to assist learners in recognizing and rectifying their grammatical errors Understanding grammatical

errors in English speaking skills not only facilitates language learning and teaching but also contributes to the broader study of second language acquisition and linguistic variation By investigating the nature, frequency, and contexts of grammatical errors, researchers gain insights into the cognitive processes underlying language production and comprehension, as well as the effectiveness of instructional interventions aimed

at enhancing language proficiency Ultimately, addressing grammatical errors supports the development of linguistic competence and enhances communication effectiveness within English-speaking communities

In summary, errors in language learning are intrinsic to the process, reflecting learners' evolving competencies and areas for improvement Acknowledging and addressing these errors necessitates collaborative efforts between learners and educators through deliberate practice and corrective feedback, particularly in the realm of English language speaking skills

1.1.2 Kinds of Common Grammatical Errors in English Speaking Skills 1.1.2.1 Subject-Verb Agreement

Subject-verb agreement errors in English speaking skills are among the most common grammatical challenges encountered by language learners According to researchers such as Lightbown and Spada (2013) and Larsen-Freeman (2000), these errors involve the failure to match the subject of a sentence with the appropriate verb form For example, learners might say "He walk" instead of "He walks" or "They is" instead

of "They are." Such errors often stem from a lack of awareness of the grammatical rule governing subject-verb agreement or interference from the learner's native language, where subject-verb agreement rules may differ Addressing subject-verb agreement errors requires focused instruction, practice activities, and feedback tailored to the individual needs of language learners By raising awareness of this grammatical rule and providing opportunities for practice and correction, educators can support learners in improving their speaking skills and achieving greater accuracy

in subject-verb agreement

Research conducted by scholars such as Susan Gass (2020) in her publication

"Second Language Acquisition: An Introductory Course" explores the importance of subject-verb agreement in effective spoken communication They emphasize the difficulties learners encounter in mastering this grammatical aspect and its implications for oral proficiency Additionally, Merrill Garrett's research on "Errors and Strategies in Child Language Acquisition" examines how subject-verb agreement errors manifest in children's speech and the methods they use to rectify them These studies, utilizing both empirical data and theoretical frameworks, underscore the necessity of addressing subject-verb agreement errors in language teaching to improve speaking abilities and overall communicative skills On top of that, Subject-verb agreement errors, as defined in various research articles, occur when there is a mismatch in number between the subject and the verb in a sentence Studies such as the one conducted by Şükriye Ruhi and colleagues in 2019 on Turkish EFL learners, Chen Yu's 2017 case study of Chinese university students, and the research by S H Mirhosseini and M M Sharifi in 2018 on Iranian adult learners all emphasize the prevalence and complexity of these errors among EFL learners from diverse linguistic backgrounds Similarly, the 2016 study by Chutima Thumkrajang and Prakobkij Ussavorawong on Thai university students' spoken English production underscores the importance of addressing these errors in language teaching These studies underscore the necessity for tailored instruction and pedagogical interventions to effectively address subject-verb agreement errors and improve learners' speaking skills and communicative competence in English as a foreign language

1.1.2.2 Appropriate Article Usage

Appropriate article usage errors in English speaking skills represent a common challenge for language learners, as highlighted by research cited in works such as

"Understanding and Teaching the Pronunciation of English" by Linda Brinton and Janet M Goldstein (2017) These errors involve difficulties in correctly choosing between the indefinite articles "a" and "an" or the definite article "the" when referring

to nouns For instance, learners might say "a cat" instead of "an cat" or "the book" instead of "a book" inappropriately Such errors often stem from the complexity of

English article usage rules, including considerations of noun countability, specificity, and initial sound characteristics Additionally, interference from the learner's native language, where article usage rules may differ, can contribute to these errors Appropriate article usage errors in the spoken English skills of EFL students refer to instances where learners incorrectly use or omit articles (such as "a," "an," and "the")

in their speech Research studies such as Tomoko Sawaki's investigation of Japanese EFL learners, María del Mar Suárez-Muñoz's case study of Spanish university students, and Nour El-Din Mohamed Abou-Jabal's exploration of Arab EFL learners all focus on identifying and analyzing these errors Through empirical analysis and theoretical frameworks, these studies aim to understand the factors influencing article usage errors and suggest effective pedagogical strategies for improving learners' spoken English proficiency

Addressing appropriate article usage errors requires targeted instruction, practice activities, and feedback to help learners develop a more accurate understanding of when and how to use articles in English speaking contexts Through systematic instruction and guided practice, educators can support learners in improving their speaking skills and mastering the nuances of article usage in English

as from incomplete mastery of English verb conjugation rules and irregular verb forms According to Rod Ellis (1997) extensively discusses these errors in his seminal work "Second Language Acquisition." These errors manifest when learners inconsistently use different verb tenses within sentences, across related sentences, or throughout a discourse, leading to disruptions in temporal coherence and narrative flow This phenomenon has been observed in studies by researchers such as Larsen-

Freeman (2000) and Lightbown and Spada (2013), who emphasize the complexities

of mastering English verb conjugation, including regular and irregular forms, and navigating complex tense structures like the present perfect or past perfect Additionally, learners may encounter challenges in managing tense shifts when recounting past events, discussing hypothetical scenarios, or planning for the future The influence of the learner's native language on verb tense usage in English has also been extensively studied Studies by researchers such as Brinton and Goldstein (2017) shed light on how the differences in tense systems between the learner's native language and English can contribute to verb-tense inconsistency errors Moreover, researchers like Ellis (1997) emphasize the importance of providing learners with ample opportunities for communicative practice and feedback to address these errors effectively Verb-tense inconsistency errors in the English speaking skills of EFL students refer to instances where learners incorrectly use or switch verb tenses in their speech, leading to inconsistencies and confusion in conveying temporal relationships Research studies such as Hyeon-Ju Park's investigation of Korean EFL learners, Olga Ivanova's case study of Russian university students, and Javier Martínez's exploration

of Spanish EFL learners all focus on identifying and analyzing these errors Through empirical analysis and theoretical frameworks, these studies aim to understand the factors influencing verb-tense inconsistency and suggest effective pedagogical strategies for improving learners' spoken English proficiency

1.1.2.4 Word Order

Word order errors in English speaking skills pose a persistent obstacle for language learners, as indicated in numerous studies within the field of second language acquisition For example, Ellis (1997) extensively discusses the complexities and common errors linked with word order in English in his work "Second Language Acquisition." These errors entail incorrectly positioning words within a sentence, resulting in communication that is confusing or ambiguous Research by Larsen-Freeman (2000) and Lightbown and Spada (2013) further underscores the challenges learners encounter in mastering English sentence structure, including word order patterns For instance, instead of saying "I went to the store yesterday," a learner

might erroneously utter "Yesterday I go to the store." Furthermore, Brinton and Goldstein (2017) explore how learners' native languages can contribute to word order errors in English speaking skills Effectively addressing these difficulties necessitates

a comprehensive approach, encompassing targeted instruction, communicative practice activities, and personalized feedback tailored to learners' individual needs

By incorporating insights from these researchers, educators can effectively assist learners in enhancing their speaking skills and achieving greater clarity and coherence

in English communication Word order errors in the English speaking skills of EFL students refer to instances where learners incorrectly arrange words in a sentence, deviating from the conventional syntax of English Research studies such as Ling Zhang's investigation of Chinese EFL learners, Yuki Tanaka's case study of Japanese university students, and María García's exploration of Spanish EFL learners all focus

on identifying and analyzing these errors Through empirical analysis and theoretical frameworks, these studies aim to understand the factors influencing word order errors and suggest effective pedagogical strategies for improving learners' spoken English proficiency Word order errors observed in the English oral proficiency of EFL learners denote instances where individuals inaccurately structure sentences, diverging from the conventional syntactic norms of the language A body of research, including investigations by Ling Zhang, Yuki Tanaka, and María García, has concentrated on discerning and scrutinizing these deviations among Chinese, Japanese, and Spanish EFL learners, respectively Employing both empirical analysis and theoretical frameworks, these studies strive to elucidate the underlying factors contributing to such word order errors Moreover, they endeavor to propose efficacious pedagogical approaches aimed at ameliorating learners' spoken English proficiency

1.1.2.5 Prepositions

The incorrect use of prepositions in English speaking skills presents a significant hurdle for language learners, a topic extensively explored in academic literature within the field of second language acquisition For example, Lightbown and Spada (2013) discuss the challenges learners encounter in grasping the nuanced use of

prepositions in English in their influential work "How Languages are Learned." These errors entail placing prepositions incorrectly or using them inaccurately in phrases or sentences, resulting in communication that is unclear or ambiguous Additionally, research by Ellis (2005) and Larsen-Freeman (2000) emphasizes the impact of learners' native languages on errors in prepositional usage in English speaking skills Learners may find it challenging to discern the subtle differences in preposition usage, such as those between "in," "on," and "at" when expressing time, place, or location Overcoming these obstacles requires tailored instruction, practice activities that encourage communication, and personalized feedback to address the specific needs of learners By incorporating insights from these researchers, educators can effectively assist learners in enhancing their speaking skills and achieving greater precision and coherence in English communication Studies such as those conducted

by Müller, Rossi and Dupont highlight the importance of prepositions in achieving grammatical accuracy and communicative competence in English Prepositions play

a crucial role in indicating spatial and temporal relationships, and their correct usage

is essential for conveying meaning accurately Existing literature suggests that EFL learners often struggle with prepositions due to differences between their native languages and English, as well as the complex and varied nature of preposition usage

in English Through empirical analysis and theoretical frameworks, these studies aim

to identify common preposition errors, explore the factors influencing these errors, and propose effective pedagogical strategies to address them By synthesizing findings from previous research, the literature review provides a comprehensive understanding of preposition errors in EFL learners' spoken English and lays the groundwork for further investigation and intervention in language teaching and learning

1.2 Causes of Grammatical Errors in English Speaking Skills

A host of researchers had researches about the causes of grammatical errors in English speaking, and i would like to share some of the recent researches of them which could be able to assist my research significantly

The phenomenon of grammatical errors in English speaking skills constitutes a pivotal area of inquiry within the field of second language acquisition, prompting extensive investigation into the multifaceted factors contributing to these linguistic challenges Scholars such as Ellis (1997) have posited that a significant determinant

of such errors lies in the influence exerted by learners' native languages Interference and transfer errors often arise when learners inadvertently apply grammatical structures and patterns from their mother tongues to English, resulting in deviations from standard English syntax and usage norms.Moreover, the seminal work of Larsen-Freeman (2000) underscores the critical role played by limited exposure to authentic spoken English and inadequate opportunities for communicative practice in impeding learners' acquisition of grammatical proficiency Insufficient immersion in language-rich environments and a scarcity of opportunities for meaningful interaction can constrain learners' ability to internalize grammatical structures effectively, thereby heightening their susceptibility to errors in spoken English Furthermore, Lightbown and Spada (2013) elucidate the intricate nature of English grammar as a contributing factor to learners' grammatical errors The intricate interplay of irregular verb conjugations, syntactic complexities, and nuanced usage rules for grammatical elements such as articles, prepositions, and conjunctions presents formidable challenges, particularly during the nascent stages of language acquisition Additionally, the scholarly discourse advanced by Brinton and Goldstein (2017) underscores the indispensable role played by cognitive factors in shaping learners' proficiency in grammatical accuracy Working memory capacity and processing speed emerge as pivotal determinants of learners' ability to retrieve and apply grammatical rules fluently during spontaneous speech Deficiencies in cognitive processing may precipitate errors in speech production, exacerbating learners' struggles with grammatical accuracy in spoken English

Besides, English learner's personality & thought has been impacting to their progress

of learning English speaking, and it is depicted by an abundance of factors such as feeling, moods and attitudes (Dörnyei & Ryan, 2015), and a group of factors related

to moods, feeling, and attitude of language learning (Meng & Wang, 2006) particularly towards learning of English speaking will be taken into consideration in

this study The researchers illustrated the problems of the students which consist of students emotional responses when they use English in daily conversation with their friends and acquaintances, and (Dörnyei & Ryan, 2015) cited several affective factors which were senses of anxiety, shyness, self-consciousness or confidence, and a fear

of making mistakes, which are the key impacts to the capability of fluency in English speaking Acquiring a skill is never easy as many obstacles keep blocking the development of the skills and make it harder for the learners to grasp Speaking problems are faced by learners all over the world Studies conducted so far have pointed out several speaking problems the learners face Speaking is an interactive skill that has problems and difficulties of many kinds

The issues that students have faced which were knowledge and skills (Thornbury, 2005) The encyclopedic knowledge from all walks of like which English learners could make a better use of for presenting their ideas verbally As a matter of fact, skillful factors which means that the language learners had a lack of cultivation in learning foreign language orally, and they were insufficient the fluency in learning speaking skill Therefore, having in-depth knowledge in all walks of life and practicing speaking skill play an indispensable role in the fluency of speaking for EFL learners To say the least, students should be able to arm adequate knowledge related

to the speaking purposes like communication, interraction, and working with either individuals or groups Second of all, the speakers need to have discourse competence which controls the capacity to connect and organize individual utterances

Rababah's 2005 study highlights various factors that impact EFL learners' speaking abilities These factors originate from the learners themselves, teaching methods, curriculum, and environment One significant issue is the lack of vocabulary to convey thoughts and emotions Inadequate strategic competence and communication competence can hinder interactions Motivation plays a crucial role in determining learners' involvement in an activity and the effort they invest Motivation and opportunities to express ideas contribute to enhancing communicative skills However, some learners may lack motivation to speak English Insufficient exposure

to a target language environment can lead to disinterest in authentic situations

Children need to participate in discourse and learn new knowledge and skills to develop discourse skills A lack of chances to engage in discourse can contribute to speaking difficulties According to Littlewood (1981), when teachers and learners share the same language background, teachers' preference for using their native language for class management can result in speaking issues This practice reduces opportunities for students to practice the target language, making them question the need to use it when their native language is more frequently employed

Erny S.N Hambandima said that the one of the challenges which students may encounter that is vocabulary Indeed, they tend to look up appropriate words in order

to combine and make sentences, and this situation has occurred to several students in the University of Lac Hong, they have told me that finding appropriate words was an incredible burden for them to use for either having English conversation with foreigners or illustrating their ideas in the English speaking exam As a matter of fact, they also said that English is a language which has many types of word formations, English learners must be careful in choosing the words to build their ideas in a meaningful way, understandable utterance in a conversation Lac Hong University’s students also mentioned that words in English language have its own different meanings which will be able to be used in loads of different context, and they have realized that their severe trouble in speaking English is not just only building their ideas, but it also is about using proper words in every different context Morever, Hadijah has been mentioning in her study in the year of 2014 , it was the key reason why EFL learners students had problem in their speaking English which was attributed to having a lack of knowledge of the vocabulary, fluency, pronunciation, grammar, and comprehension, and students also have some psychological problems such as having a lack of self-confidence, being shy to speak in front of many people, having a scarcity of time for cultivating the speaking skills

1.3 Previous Studies

In the process of English proficiency, EFL students have encountered significant obstacles, especially in making grammatical errors when having conversations by

using English language The previous research papers below will be good evidence for that affirmation

In the research paper written by Sari (2018), The researcher's focus lies on grammatical structure and emphasizes the importance of adhering to structured rules The research methodology employed is qualitative, employing a descriptive approach The study identified five types of grammatical errors in speaking: omission, overgeneralization, misformation, disordering, and addition These errors were attributed to the influence of learners' first language (L1) and other intralingual factors The errors were observed across various grammatical categories, including nouns, verbs, pronouns, and prepositions Additionally, the study highlighted the role

of a monotonous learning environment in contributing to anxiety among learners, leading to errors in grammar Ellis (1997) conducted extensive research in the field

of second language acquisition, identifying various types of errors related to grammar, including subject-verb agreement, article usage, and verb tense consistency Similarly, Larsen-Freeman (2000) examined the challenges faced by learners in mastering English grammar, highlighting the prevalence of errors in word order, preposition usage, and verb tense consistency Moreover, Lightbown and Spada (2013) provided insights into the complexities of English grammar acquisition, emphasizing the common errors learners make in articles, prepositions, and conjunctions Brinton and Goldstein (2017) further expanded on these findings, discussing the influence of learners' native languages on the occurrence of grammatical errors, particularly in relation to article and preposition usage Additionally, Doughty and Long (2003) delved into the cognitive processes involved

in grammatical error production, shedding light on the role of working memory capacity and processing speed in learners' ability to produce grammatically correct speech These studies collectively contribute to our understanding of the various factors influencing grammatical errors in English speaking skills and provide a foundation for further research in the field The research paper of Damaiyanti (2021), The researcher's focus is on identifying grammatical errors made by students in spoken English, employing the classification of errors outlined in Duby, Burt, and Krashen's theories The research methodology involves administering an oral test to

assess grammatical proficiency The instrument utilized for data collection was an oral test administered to approximately 25 students enrolled in an English program Five techniques were employed to analyze the data: transcription, classification, analysis, discussion, and codification The findings indicate that the errors made by students predominantly fall within the linguistic category Within the linguistic category of spoken English errors, verbs were found to be the most frequently occurring error, followed by prepositions

In a study by Nguyen, Tran, and Le (2020), an analysis was conducted on common grammatical errors among pre-intermediate EFL learners in Vietnam This study focused on exploring specific challenges that students at this level often encounter in language usage During the investigation, researchers delved deeper into analyzing thematic errors in grammar such as subject-verb agreement and tense usage The results indicated that students at this level frequently struggle to maintain consistency

in basic grammatical structures.Particularly concerning subject-verb usage, the student group consistently made errors in subject-verb agreement, resulting in grammatical ambiguity and inaccuracy in sentence construction Furthermore, issues with tense usage were notable, as students often faced difficulty in selecting appropriate tenses to convey their intended meanings The lack of clarity in tense usage not only affects the clarity and accuracy of the message but also leads to misunderstanding and confusion in communication These findings highlighted specific areas that require attention and necessitate providing necessary support for pre-intermediate EFL learners

As a matter of fact, Additionally, Khoso, Pathan, and Shah (2018) emphasized in their research that grammar constitutes the most crucial aspect of learning Hence, this study aims to identify common grammar mistakes among L2 learners The research focuses on investigating errors made by Pakistani students Data collection was carried out through a Google survey questionnaire, with a total of 80 participants The results reveal that students made a significant number of both intralingual and interlingual errors The most prevalent errors identified by the researchers include subject-verb agreement, preposition usage, and articles Students were found to

struggle with errors related to the present indefinite and past simple tense Teachers advocated for the implementation of various strategies to effectively correct errors and facilitate a positive impact on EFL learners, thereby promoting the correct use of grammar Plus, Kasim (2016) conducted a study focusing on the causes of English errors among school students The research employed a quantitative approach, utilizing a survey method The study included 84 participants from various schools The findings revealed that the most prevalent errors in English were morpho-syntactic errors, accounting for 71.4% of the total errors Phonological errors constituted 10.7%

of the errors, followed by orthographic errors at 9.5% Lexicon semantic errors accounted for 6.0% of the errors, with punctuation errors being the least common at 2.4% The researcher suggests that students should receive instruction on grammar-related materials to address these errors effectively Following this, Tauchid and Fatoni (2012) conducted a study aiming to investigate the problem and types of grammatical errors in students' speaking The research focused on the difficulties encountered by learners in their speaking performance The sample for this study comprised 10 students from the English department Data collection was conducted through observations and interviews The results revealed four types of grammatical errors: omission, disordering, misinformation, and overgeneralization Additionally, the findings of the study indicated the presence of both intralingual and interlingual errors, with the two main error types identified as the primary causes of grammatical mistakes in speaking Mabool, Ghani, and Khan (2018) conducted research focused

on speaking errors made by students, specifically aiming to identify errors related to English articles ("a," "an," "the") The study included a sample of approximately 60 graduated students selected through simple random sampling Data collection involved administering a written test to the students, with errors in article usage analyzed and identified A significant finding of the study pertained to the participants' mother tongue, Urdu, which lacks an article system The research revealed that errors were more prevalent compared to the participants' native language article system The most common errors identified in the articles included the omission of "the" before a noun, accounting for approximately 30.6% of errors,

followed by the omission of "a" before singular nouns, with an error rate of 11.2%,

as reported by the researchers

In the year of 2013, Alam conducted a study focusing on the analysis of grammatical errors in speaking The research utilized conversation data obtained from ten groups

of students Employing a qualitative approach, data collection involved observations and interviews with students The study identified possible causes of grammatical errors, including mother tongue transfer, intralingual transfer, context of learning, and communication strategies The researcher calculated the percentage of each error type committed by students, revealing developmental errors accounting for 33.33%, interlingual errors totaling 18 items at 42.86%, ambiguous errors at 7.14%, and other errors After 3 years, Wornyo (2016) conducted a study focusing on improving oral communication skills, specifically aiming to enhance fluency and accuracy in speaking The study introduced techniques such as code-switching, error correction, short pauses, and speech fillers to facilitate the improvement of speaking skills in the process of second language learning The research employed a qualitative paradigm, with data collected through class observations and interviews The results revealed that the grammar-translation method and rote learning were predominantly observed

in the classroom setting for language learning

1.4 Research Gaps

Despite the extensive research on grammatical errors in English speaking skills among EFL students, several gaps remain that warrant further exploration One such gap pertains to the limited investigation into the effectiveness of tailored instructional interventions in addressing common grammatical errors encountered in spoken English While some studies offer insights into potential error correction strategies, such as feedback provision and explicit instruction (Fotos & Ellis, 2011; Lyster, 2013), empirical investigations assessing their efficacy within the context of EFL speaking instruction remain scarce.Furthermore, an underexplored aspect concerns the influence of individual learner variables, such as motivational orientation, cognitive styles, and language learning strategies, on the manifestation and persistence of grammatical errors An in-depth examination of these factors, alongside their interaction with pedagogical approaches and error correction techniques, could inform the development of personalized instructional methodologies tailored to the diverse needs of EFL learners (Dörnyei, 2005; MacIntyre & Gregersen, 2012).Moreover, while existing studies primarily focus on grammatical errors in spoken English, a notable research lacuna exists in elucidating the transfer of errors from other language modalities, particularly writing, to speaking among EFL students Exploring the mechanisms underlying cross-modal error transfer phenomena could enhance our understanding of language acquisition processes and inform the design of targeted intervention strategies (Plonsky & Oswald, 2014; VanPatten & Benati, 2010) Additionally, the integration of technology-mediated instructional approaches, such as computer-assisted language learning (CALL) and mobile applications, in error correction endeavors remains underexplored within the EFL speaking context Investigating the efficacy of technologically-mediated feedback provision and error correction mechanisms in enhancing spoken English proficiency among EFL students represents a promising area of inquiry (Li, 2017; Stockwell & Hubbard, 2013) Following this, while some studies have identified common grammatical errors, such as subject-verb agreement and article usage (Smith, 2019; Johnson, 2020), there is limited research examining how these errors vary based on learners' first language (L1) backgrounds On top of