Abstract
Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference. In addition, other related studies reveal that flipped classrooms can support students’ learning process. It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited. Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities. The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study. The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities. Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom. The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement. Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom
Highlights
English is considered as a significant foreign language in Thailand since it is compulsorily taught in school at all three education levels: primary, secondary, and tertiary levels
According to the Ministry of Education in Thailand, it reveals that the English proficiency of Thai students has been dropping since 2017: 49.7 in 2017, 48.54 in 2018, and 47.61 in 2019 based on the annual English Proficiency Index presented by the global education company EF (Education First)
Several studies have been conducted on written errors discovered in an EFL classroom in Thailand, and the findings are similar, and that common errors have been found repeatedly in Thai students’ written work
Summary
English is considered as a significant foreign language in Thailand since it is compulsorily taught in school at all three education levels: primary, secondary, and tertiary levels. All Thai university students have been studying English for more than 10 years; their English proficiency is very low. According to the Ministry of Education in Thailand, it reveals that the English proficiency of Thai students has been dropping since 2017: 49.7 in 2017, 48.54 in 2018, and 47.61 in 2019 based on the annual English Proficiency Index presented by the global education company EF (Education First). In Thailand, students are required to have basic education for nine years: six years in primary school and the first three years in lower-secondary school. Based on basic education in Thailand, all students start studying English in Prathom 1 (Grade 1). By the end of Prathom 6 (Grade 6), students should reach an A1
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