English Paragraphs Research Articles

An Analysis of Common Errors Made by Grade 7 Students in Writing English Paragraphs at a Secondary School in Hanoi, Vietnam

Error analysis is a technique that identifies and classifies the inappropriate forms that foreign language learners produce (Crystal, 1987), and it is considered a useful tool for helping them improve their writing skills. The study investigated the secondary students' common errors in writing English paragraphs. During the first term of the school year 2023-2024, 43 grade 7 students from a secondary school in Hanoi participated in a descriptive quantitative research project. The participants were asked to complete three writing tests at three different times to generate their written errors based on Ferris’ (2014) model of error analysis. The findings indicate that the types of errors that grade 7 students made are lexical errors, syntactic errors, morphological errors, orthographical errors, and paragraph errors. Lexical, syntactic, and orthographical errors are greatly committed by the students. Accordingly, it comes to the conclusion that secondary students in general and 7th graders in particular struggle with writing English paragraphs. The results of the research would also give the secondary teachers of English some implications, such as focusing on grammatical patterns, emphasizing irregular instances, offering adequate practice opportunities, implementing explicit instructions, and engaging students in interactive exercises, visual aids, collaborative activities, authentic materials, etc. to mitigate the students' written errors.

Analysis on English paragraph written by students

This research aims to analyze the structure and unity of paragraphs written by undergraduate students at Mongolian National University of Education. The study utilizes the structural components and unity of English paragraphs as a framework. Six students participated in the study, with research data comprising essays in English covering various topics. The findings reveal that students struggle to grasp the concept of a paragraph as a distinct section of writing, typically focusing on a single theme to express a coherent idea about an event. Many students encountered difficulties in composing the structural elements of a paragraph, including crafting a topic sentence, providing supporting details, and concluding effectively. These structural components play a crucial role in developing a unified idea. Furthermore, students commonly made errors such as veering off-topic, including unnecessary sentences, and disrupting the chronological sequence of events in complex writing tasks. Students made errors in composing the supporting and concluding sentences of the paragraph because they lacked comprehension of the primary function of the topic sentence. Суралцагчдын англи хэлээр бичсэн цогцолборт хийсэн дүн шинжилгээ Хураангуй: Энэхүү судалгаа нь Монгол Улсын Боловсролын Их сургуулийн бакалаврын оюутнуудын бичсэн цогцолборын (догол мөр) бүтэц болон өгүүлбэрүүдийн нэгдмэл байдалд хийх дүн шинжилгээнд чиглэгдсэн болно. Судалгаа нь англи хэлний цогцолборын ерөнхийн бүтцийн хэсгүүдийг загвар болгон ашигласан. Судалгаанд нийт 6 оюутныг хамруулсан ба уг судалгааны мэдээлэлд оюутнуудын англи хэлээр бичсэн өөр өөр сэдэв бүхий цогцолбор багтсан болно. Судалгааны явцад оюутнууд цогцолборыг аливаа хэрэг явдлын тухай харьцангуй төгс санаа илэрхийлсэн нэгдмэл утга бүхий бүтэц гэдгийг ойлгодоггүй нь илэрсэн. Зарим оюутнуудын хувьд цогцолборын бүтцийг зөв зохион байгуулж бичих тал дээр бэрхшээлтэй тулгарч байв. Түүнчлэн оюутнууд цогцолбор бичихдээ тухайн сэдвээсээ хазайсан, онц чухал шаардлагагүй өгүүлбэрүүдийг бичих болон үйл явдлын дэс дарааллыг алдагдуулсан зэрэг алдааг гаргаж байсан. Оюутнууд цогцолборын дэмжих туслах болон дүгнэлт өгүүлбэрийг бичихдээ алдаа гаргаж байсан нь чиглүүлэгч өгүүлбэрийн гол үүргийг сайн ойлгоогүйтэй холбоотой байв. Түлхүүр үг: бичих чадвар, чиглүүлэгч өгүүлбэр, дэмжигч өгүүлбэр, дүгнэлт өгүүлбэр

The Effect of Online Scenario Based Learning on English Writing Motivation and Self-Efficacy Beliefs of University Students

The aim of this research is to investigate the impact of online scenario-based English writing instruction on the motivation for English writing and self-efficacy beliefs among university students. The research, conducted as action research, involved a group of 14 students enrolled in the English preparatory program at a state university in the Marmara Region of Türkiye during the fall semester of the 2020-2021 academic year. Eight scenario activities were prepared as part of the online scenario-based English writing instruction. Action plans were developed to enhance students’ writing motivation and self-efficacy beliefs. The implementation of the prepared action plans consisted of four cycles and eight weeks. To collect data, the “English Writing Motivation Scale” and the “English Paragraph Writing Self-Efficacy Scale” were used. Dependent groups t-test was applied to compare the mean scores on the same sample group, and Wilcoxon signed-rank test was used when the data did not exhibit a normal distribution. Quantitative analysis revealed a significant increase in students’ intrinsic motivation to write in English following the online scenario-based English writing instruction. Additionally, it was observed that online scenario-based writing instruction enhanced students’ self-efficacy beliefs in writing in English. These promising results suggest the incorporation of online scenario-based writing activities in English writing instruction.

Cognizing the Trials of Incorporating Lexical Bundles in English among Balti Speaking Learners: An Inclusive Case Study

The study aims to explore the linguistic trials of Balti-speaking English learners in using the lexical bundles in paragraph writing. Lexical bundles are linguistic terminologies that are run with a proper sequence of morphemes, and indeed, such lexical bundles possess a great role in one’s discourse and fluency. An inclusive case study approach was incorporated, focusing on a targeted team of Balti-speaking English learners enrolled to learn English as a second language in Skardu. The trials and errors of the Balti enrollees were explored in the targeted situation concerning the use of lexical bundles properly in English paragraph writing. The total lexical bundles identified in the targeted documents through textual and structural analyses were based on the fact that 'eleven were used, five were used with errors, and more than twelve were required to be added more appropriately and positively’. To improve the instructional strategies and techniques of language instructors, this study may offer great ideas to handle pedagogical challenges for language instructors in boosting instructional strategies and proficiency.

MY FAVOURITE MUSLIM HERO: A LEARNING DESIGN DEVELOPMENT OF ONLINE PROJECT-BASED LEARNING (PJBL) USING ASSURE MODEL

Project-based learning is one of the inquiry models that is often carried out in higher education; however, the application of online-based PjBL in English paragraph writing with Muslim friendly topic is still limited. This research aims to develop an online-based PjBL learning design that focuses on creating infographic of inspiring Muslim figures in a project-based design. The development of learning design implemented the ASSURE model, with six stages. The online-based media used include Google Classroom, Google Docs, Padlet, Zoom, Wakelet, Miro for interactive discussions, and Canva for infographic design. Trials were carried out and expert in the field validated the learning design. After validation satge, the learning design was implemented with students for testing. The developed learning syntax was validated as effective. Then, the online-based learning media and lesson timeline are also declared valid. Thus, these two trials were deemed suitable for implememntation with students. Furthermore, the learning strategy design and results were validated and interesting based on positive responses from experts and students. It is concluded that the development results meet the research objectives. The results of this research implies that online PjBL in English writing class can be effectively implemented to Muslim students at islamic institution context.

Stakeholder's Perceptions of ChatGPT in Teaching and Learning English Paragraph Writing at Van Lang University

This research investigates the stakeholders' perceptions, including teachers and students, in terms of integrating ChatGPT into teaching and learning English paragraph writing at Van Lang University (VLU). Employing both qualitative and quantitative methods, data were collected from 241 survey respondents and ten interviewees. Apart from positive views on ChatGPT's effectiveness in providing instant feedback and giving diverse writing examples, the stakeholders had neutral opinions regarding ChatGPT's ability to support teaching, learning, and user creativity. Additionally, they were skeptical about the reliability and accuracy of its responses. To maximize the benefits of ChatGPT, it is advised to utilize it cautiously, confirm the correctness of its outputs through verification, and enhance quick ways for the best answers. The findings highlight the importance of a balanced approach incorporating AI tools in language education, emphasizing the need to leverage its strengths and mitigate its limitations. Future research needs to explore the benefits and drawbacks of ChatGPT in different aspects and conduct empirical studies for the chatbot to gather more valuable information.

Unlocking EFL Collaboration: Transformative Insights from Google Docs

This research aims to explore the practical application of Google Docs to facilitate collaborative writing within an EFL writing class at Universitas PGRI Jombang. Engaging 22 EFL students enrolled in an English paragraph writing course, the study employed participant observation and structured interviews as data collection methods. While all 22 students used Google Docs for collaborative writing during the participant observation phase, only a subset of 10 students were chosen for in-depth structured interviews to uncover their experiences. The findings revealed a positive reception among students toward Google Docs' functionalities, particularly real-time editing, commenting, and auto-saving. These tools significantly eased the exchange of ideas, fostering productive discussions and seamless real-time cooperation. However, the study also identified certain challenges, including uneven participation levels among students and potential distractions within the digital realm.

An Analysis of English Paragraph Development Made by the Third Semester Students of English Education at Universitas Muhammadiyah Makassar

Nurlyanti Wulandari Karim, 2024. “An analysis of English Paragraph Development Made By The Third Semester Students of English Education at Universitas Muhammadiyah Makassar”. Supervised by Syamsyiarna Nappu and Erwin Akib. This research aimed at explore the students paragraph development in terms of coherence and cohesion in writing argumentative essays. The participants of this research were nine students of third semester at Universitas Muhammadiyah Makassar. This research applied a quantitative descriptive design. The data collection techniques were lecturer’s document. Meanwhile, the data analysis techniques used descriptive quantitative for analyzing the paragraph development in terms of coherence and cohesion. The findings of this research described as follows; (1) In terms of coherence, the average score of students’ paragraph development in coherence is 2.91. (2) Furthermore, the average score of students’ paragraph development in cohesion is 2.75. (3). It can be concluded that the paragraph development from students’ in writing argumentative essays in terms of coherence and cohesion are a little competent and the factors that make it difficult for someone to write a paragraph, such as lack of structure, limited vocabulary, improper grammar, or difficulty developing ideas clearly. These factors require preparation before starting to write a paragraph, including identifying the topic, planning the paragraph structure, gathering supporting information, and preparing connecting words

Error Analysis of Written English Paragraphs by Kurdish and Arab Students: A Comparative Study

Competence in writing is an indispensable skill crucial for both academic and professional success, enabling effective expression of ideas, thoughts, and information. Writing proficiency encompasses more than word arrangement, extending to organizing ideas, utilizing proper grammar and punctuation, and conveying meaning clearly. However, second/foreign language learners often grapple with challenges in cultivating proficient writing skills. This investigation meticulously examines errors in a dataset comprising 40 English paragraphs authored by Kurdish and Arab learners. Employing error analysis, the study identifies and categorizes errors with the aim of discerning potential variations in error types and frequencies between the two student groups. Additionally, the research delves into gender-related differences in error occurrence. The results provide valuable insights for crafting language teaching materials and strategies tailored to English learners from Kurdish and Arab backgrounds, illuminating linguistic hurdles these students confront. The study’s findings underscore that punctuation errors prevail among both groups, exhibiting no significant disparities between Kurdish and Arab students. Similarly, gender differences among students do not yield any noteworthy distinctions.

Needs Analysis of Project-Based Learning Model in Writing Paragraphs from EFL Students’ Perspectives

Need analysis is required to take place before developing writing material so that results meet the needs of the students who will use the material. This research aims to analyze a model of English Paragraph Writing material based on project-based learning for EFL learners. A quantitative method was applied in this study employing a questionnaire and semi-structured interview to collect the data from 35 students and three instructors of writing in the English department, at Universitas Muhammadiyah Mataram. The data were analyzed quantitatively using frequency and percentage, while the data from the interview were transcribed and analyzed qualitatively. The result showed that students need teaching materials with clear objectives, exercises for individuals and groups, and project-based learning that can be employed in paragraph writing material. Therefore, designing a model of teaching material for paragraph writing based on project-based learning is much needed. The findings of this study are useful for lecturers and stakeholders who want to design English paragraph writing teaching material. This study has the potential to bridge the gap by providing knowledge of the needs of students and recommendations for designing English paragraph writing materials.

Exploring Text Data Compression: A Comparative Study of Adaptive Huffman and LZW Approaches

Data compression is a critical procedure in computer science that aims to minimize the size of data files while maintaining their vital information. It is extensively utilized in Numerous applications, including communication, data storage, and multimedia transmission. In this work, we investigated the results of compressing four different text files with Lempel-Ziv-Welch compression techniques and Adaptive Huffman coding. The experiment used four text files: Arabic and English paragraphs and repeated Arabic and English characters. We measured Bit-rate, Compression Time, and Decompression Time to evaluate the algorithms' performance. With a compression time of around 22 μsec/char, the results demonstrated that the Adaptive Huffman algorithm was quicker at compressing Arabic and English text files. On the other hand, the decompression time for the LZW technique was 23 μsec/char, which was quicker. The Adaptive Huffman algorithm outperforms the LZW with a Bit rate of about 1.25 bits per character for Arabic text. The English-formatted encoded text's Bit rate in Adaptive Huffman was 4.495 bit/char, lower than LZW's Bit rates of 3.363 and 6.824 bit/char for the Arabic and English texts, respectively. When it came to texts containing Arabic and English characters, the LZW algorithm outperformed the Adaptive Huffman algorithm in terms of decompression time and Bit-rate. The decompression time for a text with Arabic letters was 6 μsec/char, and the Bit-rate was 0.717 bits/char. These values were lower compared to the text with English letters, which had a decompression time of 16 μsec/char and a Bit-rate of 1.694 bit/char. For compression time Adaptive Huffman outperform LZW and achieve 15 μsec/char, and 47 μsec/char for both Arabic and English letters files respectively.

A Study of Business English Translation Skills Based on Parallel Corpus

Abstract In this paper, the support vector machine is used as the overall classification of the paragraph alignment method. The paragraph length relationship is taken as an essential feature of the business English paragraph alignment model, the CRFs discriminative model is used as the word alignment task model, and the maximum likelihood estimation algorithm is used for model parameter training. Aiming at the real-time alignment needs at the sentence or paragraph level in Business English, the word alignment algorithm based on semantic similarity calculation is proposed, and the evaluation indexes of English-Chinese EC, Chinese-English CE unidirectional alignment and bi-directional fusion alignment, and semantic extension alignment are compared. Adding traditional business English translation techniques, comparing the effects of conventional translation techniques on business English sentence and paragraph translation versus parallel corpus-based translation techniques. The dynamic chunking accuracy of two-way fusion alignment and semantic expansion alignment is 94.57% and 94.32%, respectively, and the accuracy of semantic expansion alignment is 6.85% and 8.17% higher than that of EC one-way alignment. Meanwhile, the number of errors in business English translation works based on parallel corpora is reduced, which can help translators overcome the interference of Chinese chapter structures and improve the quality of their translation works.

Using Writing Assessment Rubrics to Assess English Paragraphs of Pakistani College Level EFL Learners

Using Writing Assessment Rubrics to Assess English Paragraphs of Pakistani College Level EFL Learners

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

Unveiling Language Hurdles: Exploring Errors in Written English Paragraphs by Secondary School English Learners

This study examines error analysis in written English paragraphs by secondary school-level English learners. It focuses on 20 participants from Government Girls High School Sambrial, Sialkot, shedding light on their challenges. These learners from the English group navigate a linguistic landscape where English is not their primary mode of communication. Using Chanquoy's (2001) framework, the study categorizes errors in the learners' written paragraphs. It reveals challenges in spelling,capitalization, prepositions, verbs, and sentence structure, with the most common error being improper usage of English articles. The study offers tangible suggestions and recommendations to empower EFL instructors in addressing the hurdles faced by English language learners. It aims to unlock their potential for confident expression in English. This research invites the scholarly community to delve into language acquisition and error analysis. Addressing challenges faced by secondary school English learners, it aims to enhance education, empowering the new generation to thrive in an interconnected world.

Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing)

Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing)

An Analysis of Error in written English paragraphs of non-English major students at Thu Dau Mot University: A Case Study

The aim of the study is to investigate the errors in writing of non- English major students at Thu Dau Mot University. This study focused on paragraphs because the researcher has found that diverse errors in students’ paragraphs and wants to improve their writing skill. Seventy-four English paragraphs were written by 74 non-English major students coming from different academic majors at Thu Dau Mot University. All of the errors in the paragraphs were identified, synthesized and classified into various categorizations. The findings of the study show that the most frequently committed errors were tense, spellings, singular/plural form, prepositions, word order, fragment. On the basis of these results, many recommendations and pedagogical implications were suggested to help EFL lecturers with some teaching strategies that will reduce problems regarding writing English paragraphs among English learners.

The Problem Faced by Freshmen Students of English Education Department In Writing English Paragraph

This research is aimed to reveal new students’ obstacle in doing paragraph writing; from the pre-writing activity, writing process and also editing. Descriptive qualitative was done to conduct this research. The researchers used interview to collect data and also to verify the result of the data by doing observation on student’s work in writing process. After the results revealed, it is hoped that they are useful for teachers and also students to know the problem they probably face in paragraph writing teaching and also learning, therefore they can anticipate the problem and find solution to those obstacles. The result of this research shows that the students face difficulties in determining topic, main idea, and also the rest of content, grammatical error, vocabulary difficulty, making brainstorming phase, forgot or confused to determine conclusion, punctuation, translation and coherence problem, mistake in language (sentence structure, spelling and word choice).

Pengenalan dan Pelatihan Menulis Teks Bahasa Inggris: Get More Insight and Improve Your English Skill (Academic Writing Skill) di SMAN 1

This Community Service aims at helping students of the SMA 1 Karrosa to write an academic text in English. The presentation material consists of the concepts of writing comprehension to write description paragraphs in English in various themes in writing descriptions of people, objects, and places. The methods used are lecturing, discussion, assignment, training, evaluation, and feedback. The result of this training is that students of SMA 1 Karrosa have high enthusiasm and motivation in learning English particularly in writing paragraph in English. Moreover, this training can improve students' ability to write a paragraph in English, individually, in pairs, or in group. It also increases the competence of students in the field of writing text or other forms of academic writing and has a very positive impact on students in completing daily school or assignments and also as capital in preparing other assignments.It can be seen on the attendance of students during the three months training which was 86%, four out of seven groups of student are alsoto able to write academic text in English, and questionnaire results showed that 87% of students give positive response which 87% of them claimed to know Engish Academic Writing thorugh this training and 75% of the students answered they can now write English Academic Text through this training and activity.

ELEVENTH-GRADERS’ PERSPECTIVES TOWARDS THEIR ACTUAL ACQUISITION OF WRITING ENGLISH SKILL. A CASE STUDY AT A PHAM NGU LAO HIGH SCHOOL, HUNG YEN

This study investigated eleventh-graders’ viewpoints on the practice of teaching writing English skill at their school. A quantitative, descriptive method was conducted with the participation of 57 eleventh-graders at a high school in Hung Yen province during the second term of the academic year 2021-2022. The descriptive survey adapted partially Marquette University’s (2008) questionnaire was floated to the participants to examine their perspectives towards General English Writing Skills; Grammar, Punctuation, and Mechanics Skills; and Grammar, Punctuation, and Mechanics Strategies. The results reveal that high school students are not good at writing English paragraphs due to the negligence of the testing and assessment format, which concentrates on multiple-choice tests. Besides, learner autonomy in improving writing skills is demotivated and discouraged to develop English paragraph writing. The finding of this research would help the educational policy-makers adjust English teaching curriculum to give a priority to promote writing skills. Simultaneously, teachers of English should change their pedagogical practices to raise their learners’ awareness of the key role of writing English skill. For English language learners, they could recognize the importance of writing effectively in English. Lastly, future studies might consult the findings of this research for the reference to serve as the resourceful enrichment of their research liability.