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
LITERATURE REVIEW
Definitions of speaking skills
Speaking involves the oral production of discourse through a complex interplay of neural and motor functions This process requires the strategic organization of words into coherent sentences while following grammatical rules and using appropriate intonation It also demands precise articulatory movements and strong listening and comprehension skills Moreover, effective oral communication relies on an understanding 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
Speaking is a motor-perceptive skill that involves the perception, recollection, and precise articulation of language sounds and structures (Nunan, 2005; Brown, 2019; Bygate, 1987) Additionally, it is defined as the production of distinct auditory signals intended to elicit various verbal responses from a listener (Torky, 2006).
Speaking is the act of conveying thoughts and ideas through words, involving both spoken and non-verbal cues, and is adaptable to various contexts (Chaney, 2012) It serves as an oral communication method for transmitting messages, incorporating the productive skill of speaking and the receptive skill of listening (Yulianty, 2005) Oral communication is a dynamic interchange where speakers encode messages and listeners decode them, highlighting the interactive nature of this process (Byrne, 2014) Speaking is context-dependent, influenced by participants, their experiences, the environment, and the communication purpose, often leading to spontaneous and engaging conversations (Brown, 2001) In language pedagogy, developing speaking skills is crucial for effective language acquisition, representing a key aspect of linguistic competence (Nunan, 1999) Speaking is viewed as the primary marker of linguistic proficiency, with meaningful discourse in a second language being the pinnacle of language acquisition achievement.
Goh and Burns (2012) emphasize the importance of mastering spoken English in second language acquisition, highlighting it as a key goal for many learners Proficiency in spoken English acts as a critical measure of progress and the effectiveness of language learning efforts It serves as a concrete benchmark for evaluating linguistic growth, showcasing not only language competence but also the ability to communicate fluently and confidently in real-world situations.
Burkart (n.d.) highlights the prevalent belief among language learners that speaking fluency is more important than other language skills Fluency involves not just accuracy but the ability to engage in spontaneous conversations with ease Consequently, many learners view speaking as the ultimate measure of their language skills, focusing on effective communication rather than just grammar or vocabulary This perspective on speaking's importance transcends linguistic theory, influencing every aspect of language teaching and learning Insights from Nunan, Goh, and Burns, along with Burkart's validation of learners' views, collectively emphasize the crucial role of speaking proficiency in achieving language mastery This narrative not only underscores the inherent value of speaking skills but also their transformative power in helping learners confidently navigate the complexities of multilingualism.
Speaking is a fundamental component of human communication, characterized by its complexity and the range of skills it involves According to the Webster New World Dictionary, speaking is defined as the oral expression of thoughts and ideas, underscoring its verbal nature Nunan expands on this by referencing Kayi's insights, further exploring the diverse dimensions of speaking.
Fluency is a vital aspect of speaking, characterized by the confident and effective use of language with minimal unnatural pauses (2006) Processing information and language in real-time, along with a solid grasp of language features, is essential for successful speaking engagement (Harmer, 2007) Speaking is classified as a productive language skill, emphasizing the ability to produce understandable sounds for effective communication (Siahaan, 2008) It involves the use of language for communication between individuals who act as both listeners and speakers (Fulcher, 2003).
Speaking is a collaborative process that involves participants' contributions, assumptions, expectations, and interpretations across different contexts (2011) According to Burns and Joyce (1997), it is an interactive process of constructing meaning, which includes the production, reception, and processing of information This dynamic process is context-dependent and shaped by the specific purposes of communication.
1.1.1 Definitions of Errors and Grammatical Errors in English Speaking Skills
Errors are mistakes or inaccuracies that occur in various contexts, including calculations, judgments, and actions They often arise from oversight, lack of knowledge, or misunderstandings, leading to unintended consequences and flawed outcomes.
In academic and research contexts, errors can arise from inaccuracies in data collection, analysis, interpretation, or reporting, jeopardizing the validity and reliability of results Identifying and addressing these errors is essential to uphold integrity and credibility in research endeavors.
Errors in language learning, as defined by Simbolon (2015), are consistent deviations from correct usage that indicate a learner's struggle to understand the proper forms Edge (1989) emphasizes that when students cannot self-correct their mistakes, even when they know the correct structures, it signifies an error This highlights the necessity for external intervention in error correction, as self-correction can be particularly challenging Thus, raising awareness of their errors is essential for students to enhance their language skills effectively.
Errors in language learning serve three key purposes: they provide teachers with insights into a learner's progress, offer researchers evidence on language acquisition, and help learners discover the rules of the target language According to Lennon (2015), an error is defined as a linguistic form that native speakers would likely not produce in similar contexts Corder (1967) further differentiates between a mistake, which arises from random slips, and an error, which reflects the unique features of a learner's interlanguage, showcasing their evolving understanding of language.
An "error" reflects a learner's limited understanding of language norms, highlighting their unawareness of correct usage Such errors can persist and often go unnoticed by the learner, contributing to their incomplete comprehension without being identified as mistakes Consequently, due to this lack of awareness, learners typically cannot self-correct these errors.
A "mistake" occurs when an individual inaccurately applies a known linguistic system, such as a native speaker making a grammatical error despite understanding the correct rules Both native speakers and second language learners can make mistakes, but native speakers typically have the ability to quickly correct them These mistakes can vary from slips of the tongue to unintentional grammatical errors and can be rectified independently or with help from others.
According to Corder (1981), in English language learning, both "errors" and
Errors and mistakes in language learning are distinct concepts Errors arise from systematic gaps in knowledge, indicating that learners are unaware of the correct usage, while mistakes are performance lapses where learners fail to apply what they know in specific situations According to Corder, errors are valuable indicators of learners' achievement levels, offering insights into their language acquisition strategies and measuring their progress Simbolon (2015) highlights the importance of errors in revealing the existence of an interlanguage, a transitional phase in linguistic development In contrast, mistakes are less significant; they are performance errors resulting from random guesses or slips, where the learner is already familiar with the rules and can easily correct them Errors, on the other hand, are unconscious mistakes made by learners who lack awareness of the rules, making self-correction impossible.
Causes of grammatical errors in English speaking skills
Numerous researchers have explored the causes of grammatical errors in English speaking, and I would like to share some recent studies that could significantly aid my own research.
Grammatical errors in English speaking skills are a critical area of study in second language acquisition, with researchers like Ellis (1997) highlighting the impact of native language interference on learners' performance Transfer errors occur when learners mistakenly apply their mother tongue's grammatical structures to English, leading to deviations from standard syntax Larsen-Freeman (2000) emphasizes that limited exposure to authentic spoken English and insufficient communicative practice hinder learners' grammatical proficiency A lack of immersive environments restricts their ability to internalize grammatical rules, increasing the likelihood of errors Additionally, Lightbown and Spada (2013) point out that the complexity of English grammar, including irregular verb conjugations and nuanced usage of articles and prepositions, poses significant challenges for learners Cognitive factors, as discussed by Brinton and Goldstein (2017), also play a vital role, with working memory capacity and processing speed influencing learners' ability to apply grammatical rules during spontaneous speech, where cognitive deficiencies can lead to increased errors.
The personality and mindset of English learners significantly influence their progress in speaking the language, as highlighted by various factors such as feelings, moods, and attitudes (Dürnyei & Ryan, 2015) This study focuses on the emotional responses of students when engaging in daily conversations in English, noting that issues like anxiety, shyness, self-consciousness, and fear of making mistakes can hinder fluency (Dürnyei & Ryan, 2015) Mastering speaking skills presents numerous challenges for learners worldwide, as they encounter various difficulties that complicate their ability to communicate effectively Speaking is inherently interactive, and the obstacles learners face can impede their development in this essential skill.
The issues that students have faced which were knowledge and skills (Thornbury,
In 2005, it was noted that English learners can enhance their verbal communication by leveraging their encyclopedic knowledge from various fields However, many language learners struggle with oral proficiency due to insufficient practice and a lack of cultivation in speaking skills To achieve fluency, EFL learners must not only possess in-depth knowledge relevant to communication and interaction but also engage in regular speaking practice Additionally, developing discourse competence is crucial, as it enables speakers to effectively connect and organize their thoughts in conversation.
Rababah's 2005 study identifies key factors affecting EFL learners' speaking abilities, including personal attributes, teaching methods, curriculum, and environmental influences A major challenge is the limited vocabulary that prevents learners from effectively expressing their thoughts and emotions Additionally, a lack of strategic and communication competence can impede interactions Motivation is essential, influencing both participation and effort in learning activities, while opportunities to articulate ideas further enhance communicative skills However, some learners may struggle with motivation to speak English, and insufficient exposure to a target language environment can result in a lack of interest in real-life communication scenarios.
Engaging in discourse is essential for children's development of speaking skills, as limited opportunities to participate can lead to difficulties in communication Littlewood (1981) highlights that when teachers and students share a native language, the teachers' tendency to use it for classroom management may hinder students' practice of the target language This reliance on the native language diminishes the necessity for students to use the target language, ultimately impacting their speaking proficiency.
Erny S.N Hambandima highlights that vocabulary challenges significantly affect students at Lac Hong University, who struggle to find appropriate words for effective English communication, whether in conversations with foreigners or during speaking exams Students report that the complexity of English word formations and varying meanings adds to their difficulties, making it essential to choose words carefully to convey their ideas clearly Additionally, Hadijah's 2014 study identifies a lack of vocabulary knowledge, fluency, pronunciation, grammar, and comprehension as key factors hindering English speaking skills among EFL learners, compounded by psychological issues such as low self-confidence, shyness, and limited time to practice.
Previous studies
EFL students often face considerable challenges in achieving English proficiency, particularly when it comes to making grammatical errors during conversations This assertion is supported by various research studies that highlight these difficulties.
In her 2018 research paper, Sari emphasizes the significance of grammatical structure and adherence to established rules, identifying five types of grammatical errors in speaking: omission, overgeneralization, misformation, disordering, and addition These errors, influenced by learners' first language and intralingual factors, were noted across various grammatical categories, including nouns, verbs, pronouns, and prepositions The study also pointed out that a monotonous learning environment contributes to learner anxiety, further leading to grammatical errors Building on this, Ellis (1997) and Larsen-Freeman (2000) explored common grammatical challenges in second language acquisition, such as subject-verb agreement, article usage, and verb tense consistency Lightbown and Spada (2013) added to this discourse by highlighting frequent errors in articles, prepositions, and conjunctions, while Brinton and Goldstein (2017) examined the impact of learners' native languages on grammatical error occurrence Doughty and Long (2003) investigated cognitive processes affecting grammatical accuracy, emphasizing the roles of working memory and processing speed In a 2021 study by Damaiyanti, the focus was on identifying grammatical errors in spoken English among students, utilizing Duby, Burt, and Krashen's error classification The study involved an oral test with 25 English program students and employed five analytical techniques, revealing that verb errors were the most common, followed by preposition errors within the linguistic category.
A study by Nguyen, Tran, and Le (2020) analyzed common grammatical errors among pre-intermediate EFL learners in Vietnam, focusing on the challenges these students face in language usage The research revealed that students frequently struggle with subject-verb agreement and tense usage, leading to grammatical ambiguity and inaccuracies in sentence construction Specifically, errors in subject-verb agreement hindered clarity, while difficulties in selecting appropriate tenses resulted in misunderstandings and confusion in communication These findings underscore the need for targeted support to address these specific grammatical challenges faced by pre-intermediate EFL learners.
Grammar is a vital component of language learning, particularly for L2 learners, as highlighted by Khoso, Pathan, and Shah (2018) Their study focused on common grammar mistakes among Pakistani students, revealing significant intralingual and interlingual errors, particularly in subject-verb agreement, preposition usage, and articles Teachers recommended various strategies to enhance grammar instruction and improve EFL learners' proficiency Similarly, Kasim (2016) identified morpho-syntactic errors as the most frequent type among school students, suggesting that targeted grammar instruction could help mitigate these issues Tauchid and Fatoni (2012) explored grammatical errors in speaking, finding that omission, disordering, misinformation, and overgeneralization were prevalent, with both intralingual and interlingual errors contributing to students' difficulties Additionally, Mabool, Ghani, and Khan (2018) focused on errors related to English articles among students, noting that the lack of an article system in Urdu led to higher error rates, particularly in the omission of "the" and "a."
In 2013, Alam conducted a study analyzing grammatical errors in student speaking, utilizing conversation data from ten student groups through qualitative methods, including observations and interviews The research identified key causes of these errors, such as mother tongue transfer and learning context, with developmental errors making up 33.33%, interlingual errors at 42.86%, and ambiguous errors at 7.14% Three years later, Wornyo (2016) focused on enhancing oral communication skills, specifically fluency and accuracy, by introducing techniques like code-switching and error correction This study also used qualitative methods, revealing a reliance on the grammar-translation method and rote learning in language classrooms.
Research gaps
Despite significant research on grammatical errors in English speaking skills among EFL students, there are still notable gaps that need further investigation One key area lacking exploration is the effectiveness of customized instructional interventions aimed at correcting common grammatical errors in spoken English Although some studies have provided insights into potential strategies for error correction, including feedback and explicit instruction, more focused research is necessary to enhance EFL students' speaking proficiency.
Despite some studies identifying common grammatical errors in EFL speaking, such as subject-verb agreement and article usage, there is a significant lack of research on the impact of individual learner variables—like motivational orientation, cognitive styles, and language learning strategies—on these errors Furthermore, the transfer of errors from writing to speaking among EFL students remains underexplored, highlighting a need for deeper investigation into cross-modal error transfer mechanisms Additionally, the role of technology-mediated instructional approaches, including computer-assisted language learning (CALL) and mobile applications, in error correction is an emerging area that warrants further study Current research often overlooks the influence of learners' first language backgrounds on error patterns, treating EFL students as a homogeneous group Understanding these individual differences could lead to more personalized instructional methodologies, ultimately enhancing spoken English proficiency among diverse EFL learners.
Addressing research gaps through thorough empirical investigation can enhance our understanding of the various factors affecting grammatical errors in English speaking skills among EFL students This knowledge can also guide the development of evidence-based instructional practices for effective language teaching and learning.
RESEARCH METHODOLOGY
Research design
The research at Lac Hong University utilized a methodological framework that integrated quantitative research methods to effectively address the research questions By employing this approach, the study aimed to provide a thorough exploration of the phenomena being investigated, allowing for the collection of numerical data that enriched the depth and breadth of the findings.
Research site
The research was conducted at Lac Hong University in Bien Hoa City, Dong Nai Province, Vietnam, known for its diverse academic programs and vibrant research environment in fields like language studies, engineering, economics, and social sciences This university was chosen for its supportive academic atmosphere and suitable participant pool, particularly from the Department of English Language Studies, which provided access to English-major freshmen that aligned with the study's goals Lac Hong University's commitment to academic excellence and research rigor complemented the methodological requirements of the investigation Well-equipped facilities, including classrooms and language labs, along with abundant academic resources, ensured effective implementation of quantitative research methods Throughout the study, strict adherence to ethical considerations, including participant confidentiality, informed consent, and data protection, was maintained in line with institutional guidelines.
All in all, Lac Hong University emerged as a fitting research site, offering a conducive academic environment and access to a suitable participant demographic, thereby enabling the successful completion of this study.
Participants
This study involved thirty first-year EFL students majoring in English at Lac Hong University, selected randomly from two different classes The findings revealed that most participants struggled with their speaking skills, prompting a deeper investigation into the challenges they faced in this area.
This research aims to identify and analyze common grammatical errors made by pre-intermediate EFL students majoring in English at Lac Hong University Additionally, it seeks to explore the underlying causes of these errors to enhance learners' English speaking skills.
The research will examine samples of participants' spoken language to identify common errors The results will provide valuable insights for language instructors, enabling them to enhance their teaching methods and effectively address frequent grammar mistakes in students' English speaking skills.
Table 2: The number of the participants in two different classes at Lac Hong University.
Instruments
The study introduces a methodology inspired by the International English Language Testing System (IELTS) speaking test, consisting of three parts to identify and analyze grammatical errors in language learners This structured approach aims to provide a thorough assessment of participants' linguistic abilities within a standardized framework.
Participants in this research will complete a series of assessments, including pre-tests, ongoing tests, and post-tests, that reflect the structure and difficulty of the IELTS speaking examination These evaluations aim to offer a thorough understanding of participants' language proficiency and monitor their progress over time.
After completing the pre-test, ongoing test, and post-test phases, a structured Likert scale questionnaire will be conducted to identify the factors affecting students' speaking skills and the occurrence of grammatical errors This interview will reveal learners' attitudes toward language acquisition, providing educators with valuable insights to customize teaching methods that effectively improve students' English speaking proficiency.
This research aims to provide a comprehensive understanding of the various factors influencing language proficiency development through quantitative assessments, including pre-tests, ongoing tests, post-tests, and questionnaires Additionally, it evaluates the effectiveness of intervention strategies in reducing grammatical errors and enhancing speaking performance among learners.
Data collection
All participants will complete a pre-test session that simulates the IELTS speaking examination, specifically targeting part 1 of the test This assessment is designed to evaluate the participants' basic speaking skills and pinpoint common grammatical mistakes In part 1 of the IELTS speaking test, candidates engage in a 4-5 minute face-to-face interview with an examiner, answering general questions about familiar subjects such as home, family, work, studies, and personal interests.
The deliberate choice of the IELTS part 1 format for assessment offers a standardized framework for consistent evaluation among participants This structured interview allows each participant 4-5 minutes to showcase their spoken English skills, enabling a comprehensive assessment of their basic proficiency Additionally, the format naturally elicits a variety of grammatical structures and vocabulary related to everyday topics, aiding in the identification of common grammatical errors.
In essence, adopting the IELTS part 1 format for the pre-test session offers a methodologically sound approach to evaluate and indentify grammatical errors in English speaking skills of participants
After the initial pre-test, all participants will engage in a continuous test session that mirrors part 2 of the IELTS speaking test This phase is intended to evaluate changes in speaking proficiency over time and to monitor the consistency of grammatical errors During this assessment, each participant will have 1 minute to prepare on a specified topic and will then speak for 1-2 minutes.
The decision to incorporate Part 2 of the IELTS speaking test for ongoing assessments is both deliberate and strategic This segment requires participants to speak on a specific topic for up to 2 minutes, challenging them to express their thoughts coherently within a set timeframe It effectively evaluates their ability to organize ideas, utilize appropriate language structures, and communicate information clearly Additionally, this format offers valuable insights into participants' capacity to maintain speaking performance beyond initial proficiency assessments By utilizing this approach, researchers can track participants' progress and identify any recurring grammatical errors in their English speaking skills.
The use of part 2 of the IELTS speaking test for ongoing assessment provides a strong methodological framework for evaluating participants' speaking proficiency over time, effectively identifying and addressing grammatical errors.
After completing the ongoing test session modeled after part 2 of the IELTS speaking test, participants will take part in a post-test assessment This assessment consists of answering several questions related to the topic covered in the initial test, with each participant given a 5-minute timeframe to respond The purpose of the post-test is to evaluate any changes in participants' speaking proficiency and to identify the persistence of grammatical errors over time.
The intentional decision to replicate Part 2 of the IELTS speaking test for ongoing and post-test assessments is strategic, as it requires participants to articulate their thoughts coherently and expressively on a specific topic This structured format allows researchers to systematically monitor the development and fluctuations in participants' speaking skills throughout the testing period.
Part 2 of the IELTS test emphasizes the importance of using diverse vocabulary, appropriate grammatical structures, and effective organization of thoughts, all of which are essential for evaluating spoken English proficiency The continuous assessments before and after the test offer a thorough approach to monitor participants' language development and pinpoint recurring grammatical mistakes that may need additional focus.
Incorporating Part 2 of the IELTS speaking test for both ongoing and post-test evaluations provides a robust method for longitudinal assessment of speaking skills This approach enables researchers to identify various grammatical errors, significantly improving the validity and reliability of the overall assessment process.
Participants filled out a closed-ended questionnaire designed to gather insights into perceived factors affecting their speaking skills Utilizing a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree), this method effectively collected valuable data on participants' perceptions of the determinants influencing their performance, especially concerning grammatical errors.
This systematic approach was designed to collect data for assessing the effectiveness of the intervention treatment while also gaining insights into participants' views on the factors influencing their speaking skills, especially regarding grammatical errors.
Data analysis
The data analysis procedure for this study comprised three primary phases:
The study initially focused on identifying grammatical errors using criteria from the IELTS Academic Speaking module Participants' performance data from pre-tests, ongoing tests, and post-tests in parts 1, 2, and 3 were carefully analyzed to evaluate their English speaking proficiency and any improvements following the intervention Percentages were employed to categorize the types and frequencies of grammatical errors in participants' responses, providing insight into their prevalence across different proficiency levels and testing conditions This systematic analysis aimed to assess the intervention's effectiveness in reducing specific grammatical errors and enhancing overall speaking skills among participants.
A thematic analysis method was developed to examine data through interview transcripts, involving careful review and reflective notetaking on participants' responses The study utilized semi-structured interviews, which provided in-depth insights into participants' viewpoints Additionally, questionnaire responses were analyzed using a five-point Likert scale to assess perceptions of factors influencing grammatical errors in English speaking skills This approach revealed valuable insights into the diverse causes of these errors, highlighting participants' consensus on significant contributing factors The findings emphasized the complex nature of grammatical errors and the necessity of incorporating learners' perspectives when creating interventions to improve language proficiency.
Reliability & Validity
To enhance the reliability of the study, standardized assessment tools, particularly the structured IELTS speaking test, were utilized throughout all testing phases This method significantly improved the accuracy of measuring participants' speaking proficiency and identifying grammatical errors Additionally, inter-rater reliability checks were rigorously performed during the analysis phase to ensure consistency and uniformity among evaluators, further validating the precision of error identification and scoring.
To enhance the validity of the research findings, multiple strategies were implemented, including the deliberate use of the IELTS speaking test format to evaluate participants' speaking proficiency, which aligned with the study's objectives This approach focused on essential language skills in real-world contexts, thereby increasing the credibility of the outcomes Additionally, the questionnaire featured a nuanced five-point Likert scale to explore participants' perceptions of factors influencing grammatical errors, allowing for quantitative assessment while enabling participants to express their insights, further enriching the validity of the research.
Ethical consideration
This research study strictly followed ethical guidelines to protect the rights and well-being of all participants Ethical approval was secured from the relevant institutional review board before the study began, ensuring adherence to ethical standards Participants received comprehensive information about the study's objectives, procedures, risks, and benefits, and written informed consent was obtained prior to their participation Confidentiality and anonymity were guaranteed, with personal information securely maintained throughout the study Participants were also informed of their right to withdraw at any time without facing penalties Measures were implemented to minimize any potential discomfort or harm during data collection and treatment interventions.
FINDINGS & DISCUSSION
Pre-test results…
The initial assessment was designed to reflect the criteria of IELTS Speaking Part 1, aiming to establish a benchmark for common grammatical errors in participants' spoken language Thirty participants took part in an oral examination that involved conversational exchanges with an examiner on topics like hobbies, daily routines, and personal experiences This format encouraged spontaneous and unscripted speech, simulating authentic communication The sessions were conducted rigorously to promote genuine interaction, allowing participants to express their thoughts freely Their verbal responses were recorded for analysis, focusing on identifying and categorizing grammatical errors, particularly in areas such as subject-verb agreement, tense usage, article application, word order, and prepositional accuracy.
Number The common grammatical errors Frequency of Occurrence (%)
Table 3: Several prevalent grammatical errors among participants in the pre-test
The analysis of pre-test data revealed significant grammatical inaccuracies in participants' oral communication, highlighting the need for improved grammatical accuracy Key issues included a 40% occurrence of subject-verb agreement errors and a 35% rate of tense misapplications Furthermore, incorrect article usage was noted in 15% of cases, with deviations from standard word order and preposition errors each occurring in 5% of responses These findings underscore the importance of addressing these common grammatical challenges to enhance spoken discourse.
On-going test results…
To achieve optimal research outcomes, participants engaged in a 20-minute instructional session led by researchers to understand the upcoming assessment During the testing phase, they received topic cards designed in the IELTS speaking part 2 format, each featuring a specific subject and related prompts Participants were instructed to speak on their assigned topic for 1-2 minutes, addressing all prompts thoroughly The topic cards were carefully crafted to mimic real-life communication scenarios, encouraging the practical application of their language skills Topics ranged from everyday events and personal stories to abstract concepts, allowing participants to express their views on a wide variety of subjects.
Number The common grammatical errors Frequency of Occurrence (%)
Table 4: Several prevalent grammatical errors among participants in the ongoing-test
Recent tests have highlighted significant grammatical challenges faced by English as a Foreign Language (EFL) students during two-minute speeches Common errors include subject-verb agreement, with a 30% incidence, and tense application, at 40% Additionally, word order mistakes were noted at 10%, while article usage errors accounted for 14% and prepositional errors were recorded at 6% These findings underscore the need for targeted grammatical instruction to improve EFL learners' speaking skills.
Post-test results…
The post-test aimed to systematically identify common grammatical errors in the English speaking abilities of EFL students Participants took part in a comprehensive evaluation that included questions related to the themes covered during the testing phase.
The outcomes derived from the post-test phase furnish additional substantiation of the recurrent grammatical inaccuracies encountered by EFL students in the course of English conversational interactions
Number The common grammatical errors Frequency of Occurrence (%)
Table 5: Several prevalent grammatical errors among participants in the post-test
The analysis of post-test outcomes revealed significant insights into the grammatical inaccuracies prevalent among EFL learners in their spoken language proficiency, as determined through audio recordings Notably, there was a marked reduction in various grammatical errors, including a 25% decrease in subject-verb agreement issues, a 30% decline in tense misuse, and an 8% drop in word order errors Furthermore, the rates of appropriate article usage and preposition errors were found to be below 10%.
Q2: The Causes of These Grammatical Errors in the Spoken English
To investigate the causes of grammatical errors in the spoken English of English as a Foreign Language (EFL) students, the researcher developed questionnaires featuring statements designed to gauge participants' perceptions Participants rated their agreement with each statement on a five-point Likert scale, ranging from strongly disagree to strongly agree This approach aims to provide a deeper understanding of how grammatical mistakes impact EFL students, ultimately guiding the creation of effective strategies to mitigate these issues.
Lack of Exposure to English Outside the Classroom
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 6: Participants’ thought about having a lack of exposure to English outside the classroom
A survey revealed that 14 participants acknowledged their limited exposure to English outside the classroom as a significant factor contributing to grammatical errors in their spoken English Furthermore, 11 respondents emphasized the lack of opportunities for immersion in English-speaking environments, viewing it as a major barrier to language acquisition They underscored the necessity of regular engagement in authentic English conversations to improve grammar comprehension and fluency Conversely, 5 participants expressed neutrality regarding these challenges.
Inadequate Instructional Resources
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 7: Participants’ thought about inadequate instructional resources
Table 7 reveals that 15 participants identified a lack of instructional resources as a key factor leading to frequent grammatical errors in English speaking proficiency, with around 8 individuals strongly agreeing In contrast, 7 participants remained neutral about the impact of inadequate instructional resources on the prevalence of these errors.
Difficulty in Understanding English Grammar Rules
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 8: Participants’ thought about difficulty in understanding English grammar rules
The findings indicate that 13 participants maintained a neutral position on understanding English grammar rules, while 8 respondents reported experiencing challenges in comprehension Additionally, 9 participants held opposing views regarding the difficulty of these rules.
Lack of Practice Opportunities
Strongly Disagree Disagree Neutral Agree Strongly Agree
Table 9: Participants’ thought about having a lack of practice opportunities
Data from Table 9 indicates that 14 participants recognized the significant impact of limited practice opportunities on the prevalence of common grammatical errors in English speaking proficiency, with around 11 individuals strongly endorsing this perspective.
Conversely, a minority contingent of 5 participants adopted a neutral position on this issue.
Discussion
A comprehensive analysis of data collected from English majors at Lac Hong University revealed critical insights into the prevalent grammatical errors in spoken English communication.
The study revealed persistent challenges in subject-verb agreement and tense misuse among participants, with 40% and 35% respectively affected during the pre-test and subsequent testing phases These grammatical issues highlight the foundational importance of mastering these constructs for language learners Errors in subject-verb agreement often stem from difficulties in aligning verb forms with the subject's number and tense, while tense misuse indicates challenges in maintaining temporal coherence The consistent occurrence of these errors across different testing phases emphasizes the need for targeted instructional interventions Additionally, while other grammatical errors such as word order, preposition, and article usage were less frequent, they still significantly hinder communication and fluency Word order errors disrupt sentence structure, preposition errors create inaccuracies in relationships, and article errors affect clarity, underscoring the necessity for comprehensive remedial efforts in English language instruction.
Survey respondents expressed concern about their limited exposure to authentic English conversations outside formal education, which they believe hinders fluency and grammar understanding While some learners maintained a neutral perspective, many identified a lack of immersive English-speaking opportunities as a significant barrier Additionally, inadequate instructional resources were cited as a major factor contributing to grammatical errors, with participants stressing the need for comprehensive and current learning materials Some, however, were indifferent to this issue Furthermore, the challenge of grasping English grammar rules was acknowledged as a contributor to speaking difficulties, and participants expressed a desire for more practice opportunities to improve their language skills and reduce errors.
The research paper analyzed common grammatical errors that impede English speaking proficiency among students learning English as a Foreign Language (EFL) It identified frequent grammatical mistakes and explored the primary causes behind these issues The study concluded with two major findings that addressed the research questions posed in the investigation.
Summary of the main findings
Research on the common grammatical errors in spoken communication revealed that many participants faced significant challenges, particularly with subject-verb agreement, which often led to confusion in conversations Additionally, improper usage of articles further complicated their ability to convey ideas clearly, resulting in ambiguity for listeners Verb-tense inconsistency emerged as another critical error, making it difficult for listeners to follow the sequence of events and understand the context Overall, these grammatical issues hinder effective spoken communication and can impede the English language development of EFL learners.
Grammatical errors in spoken English often stem from insufficient teaching materials, irregular practice, and limited exposure to the language These challenges can lead to a basic understanding of English, difficulties in conversing with native speakers, poor grammar comprehension, low self-esteem, and slow learning progress To overcome these obstacles, EFL learners should engage in regular practice, seek constructive feedback, and interact with proficient English speakers This proactive approach not only minimizes speaking errors but also boosts confidence and hones communication skills across various contexts Furthermore, students should focus on speaking at a comfortable pace to articulate their ideas clearly while dedicating time to improve their grammar and sentence structure through consistent practice.
To enhance English speaking competence among pre-intermediate EFL students at Lac Hong University, it is essential for students to deeply understand grammar rules, which are crucial for constructing accurate sentences Students should identify their common errors and invest time in grammar study Additionally, seeking feedback from instructors is vital for recognizing and correcting mistakes, as this constructive criticism can significantly improve their speaking skills Consistent practice, such as engaging in conversations with language partners, joining English-speaking clubs, or watching English-language media, is also key to overcoming grammatical errors and boosting overall speaking proficiency.
This study reveals crucial insights into the common grammar errors that impede the speaking skills of pre-intermediate EFL students at Lac Hong University By analyzing these language challenges and identifying their root causes, the research seeks to address the obstacles that hinder these students' language development.
This study aims to inspire pre-intermediate EFL learners at Lac Hong University to enhance their commitment and enthusiasm for improving their English grammar, especially in speaking By fostering a renewed passion for developing their English speaking skills, the research seeks to support these students in sustaining their academic progress.
The findings of this study can drive transformative changes in educational practices, establishing a strong foundation for pre-intermediate students to enhance their speaking skills By promoting a culture of ongoing improvement and enriching EFL learners' understanding of English, this research seeks to empower students to communicate with greater fluency and effectiveness.
The main limitation of this study is its exclusive focus on freshmen students, which may not fully represent the entire English major student population at Lac Hong University As a result, the findings may provide insights that are specific to this subgroup, potentially missing important differences and variations among students in other academic years.
The research faced significant challenges due to varying levels of participant engagement in the questionnaire, which complicated data analysis and ensured the accuracy of results Additionally, the study's timing coincided with the end of the academic semester, limiting the researchers' capacity for extensive observations and potentially affecting data comprehensiveness Sourcing relevant reference materials was also difficult, as there is a scarcity of studies using similar methodologies to investigate common grammatical errors in speaking skills among EFL students This lack of comparable literature may have hindered the researchers' ability to contextualize their findings within the broader academic discourse, thereby restricting the depth of their analysis and interpretation.
This study, while bolstered by enthusiastic support and guidance, acknowledges its inherent limitations, including participant demographics, data collection challenges, and the availability of literature These factors necessitate a cautious interpretation of the research findings and emphasize opportunities for future exploration and improvement in the field of EFL education.
Future research should explore a broader range of factors influencing grammatical errors among English majors, aiming for more robust and practically significant results With the current investigation concluded, there is an opportunity to expand the scope to include students from sophomore to senior levels This approach would provide deeper insights into the evolving challenges faced by students throughout their English language studies By identifying specific difficulties at different academic stages, future studies can facilitate targeted interventions to minimize challenges and improve English language proficiency.
Arikunto, S (2010) Prosedur penelitian suatu pendekatan praktek
Brown, H (2007) Principle Of Language Learning and Teaching Edition San
Franscisco State of America: Pearson Education, inc
Campbell, C., & Kryszewska, H (1992) Learner-based teaching Oxford University Press
Dinh, T B N., & Tran, T D (2020) KEY FACTORS INFLUENCING LEARNERS’ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT
A PUBLIC UNIVERSITY IN VIET NAM VNU Journal of Foreign Studies, 36(6)
Dornyei, Z., & Ryan, S (2015) The psychology of the language learner revisited Routledge
Duc, P H Vietnamese Learners' EFL Acquisition: From Basic Interpersonal Communicative Skills to Cognitive Academic Language Proficiency
Ellis, R (1997) Second language acquisition The United States: Oxford, 98
Gass, S M., Behney, J., & Plonsky, L (2020) Second language acquisition: An introductory course Routledge
Goh, C C., & Burns, A (2012) Teaching speaking: A holistic approach Cambridge University Press
Hadijah, S (2014) Investigating the problems of English speaking of the students of Islamic boarding school program at Stain Samarinda Dinamika ilmu, 14(2), 240-247
Hamzah, M H., Ting, L Y., & Pendidikan, F (2010) Teaching speaking skills through group work activities: A case study in SMK Damai Jaya A Case Study Harmer, J (1987) Principle of Language Learning and Teaching
Harmer, J (2007) The practice of English language teaching 4th ed England:
Hasyim, S (2002) Error analysis in the teaching of English K@ ta, 4(1), 62-74
Helmanda, C M., Safura, S., & Suriadi, E (2018) The Grammatical Error Analysis of Students’ Speaking Performance Jurnal Dedikasi Pendidikan, 2(1), 80-88
Ho, P V P (2014) The Effects of Communicative Grammar Teaching on Students' Achievement of Grammatical Knowledge and Oral Production English Language
Ho, P V P., Thi, T T T., & Vy, N N H (2022) THE EFFECTS OF EXTENSIVE
JOURNAL WRITING ON THE VIETNAMESE HIGH-SCHOOL
STUDENTS’WRITING ACCURACY AND FLUENCY Journal of Language and
Husnu, M (2018) Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners English Language Teaching, 11(2), 26-30
Islam, W., Ahmad, S., & Islam, M D (2022) Investigating the problems faced by the university EFL learners in speaking English language Islam, W., Ahmad, S., &
Islam, MD (2022) Investigating the Problems Faced by the University EFL Learners in Speaking English Language International Journal of TESOL & Education, 2(2),
Khansir, A A (2012) Error analysis and second language acquisition Theory and practice in language studies, 2(5), 1027-1032
Kürüm, E Y (2016) Teaching speaking skills Annals of the University of Oradea:
Kusumawardani, S A., & Mardiyani, E (2018) The correlation between English grammar competence and speaking fluency PROJECT (Professional Journal of
Li, J (2019) An evaluation of IELTS speaking test Open Access Library
Littlewood, W (1981) Communicative language teaching Cambridge university press
Littlewood, W (1984) Foreign and second language learning Cambridge university press
Marpaung, T., & Hambandima, E S N (2018) Collaborative experiential learning International journal of linguistics, literature and culture, 4(5), 55-67
Nursyams, A A H (2018) A Study of Students’ Problem in Daily English-Speaking Activity the Eleventh-Grade Science Students of SMAN 10 Makassar English
Education Department Faculty of Teacher Training and Education, Makassar
Rababah, G (2002) Communication Problems Facing Arab Learners of English
Simbolon, M (2015) An analysis of grammatical errors on speaking activities Journal on English as a Foreign Language, 5(2), 71-86
In her 2017 study, Sondiana analyzes grammatical errors in the speech of students enrolled in the English Education Study Program at Muhammadiyah University of Metro during the 2013/2014 academic year The research highlights common mistakes and provides insights into the challenges faced by learners in mastering English grammar, contributing valuable findings to the field of English education and applied linguistics.
Ulker, V (2017) The design and use of speaking assessment rubrics Journal of
Wang, H., Mok, P., & Meng, H (2016) Capitalizing on musical rhythm for prosodic training in computer-aided language learning Computer Speech & Language, 37, 67-