Tense Errors Research Articles

Strengthening the Professional Writing Competence of MGMP French Teachers at SMAN 19 Medan with Fiche de Travail Numérique

This program aimed to improve the professional writing competence of MGMP French teachers at SMAN 19 Medan, who face challenges such as errors in tenses, sentence structure, prepositions, and gender agreement in French writing. These difficulties hinder their ability to teach effectively and meet established competency standards. To address this, the program utilizes fiche de travail numérique from the Allez-Écrire website, offering interactive digital worksheets designed to enhance writing skills. The approach includes situation analysis, problem identification, material development, mentoring, and evaluation. Teachers' weaknesses were identified through observations and interviews, followed by implementing fiche de travail numérique with automatic feedback exercises. Evaluations were conducted to measure improvements before and after the program. The results show a significant increase in writing competence: errors in passé composé and imparfait usage decreased by 45%, sentence structure and conjunction errors by 40%, and gender agreement errors by 40%. These findings indicate that digital worksheets are effective in helping teachers correct mistakes, boost confidence, and produce better writing. The program is proven to enhance French writing competence and is recommended to be expanded with more interactive materials and ongoing support for continuous improvement Keywords : Professional competence; Writing; French; Fiche de Travail Numérique; MGMP

Tense Errors in Albanian Speakers Learning English (L2)

Albanian students learning English as a Second Language (ESL) face considerable challenges with the English tense system due to significant grammatical differences between the two languages. This study examines the specific difficulties that Albanian ESL learners in Kosovo experience with tense usage, drawing on responses from both questionnaires and written compositions. The results reveal a high frequency of errors, particularly in the Past Simple, Present Simple, Present Perfect, Past Perfect, and Future Simple tenses. The most common errors were related to incorrect tense construction. The frequent mistakes in the Past and Present Simple tenses suggest that native language interference and the overgeneralization of English rules contribute significantly to the learners' struggles. The study calls for further research, especially longitudinal and oral-based studies, to better understand these issues and to develop more effective teaching strategies to help Albanian learners improve their command of English tenses.

A Comparative Study of the Error-Detection Accuracy of Grammarly and Microsoft Word Editor in Formal English Writing

This study attempts a comparative overview of Grammarly and Microsoft Word Editor, two software programs used extensively to check and improve English language mistakes, to determine their respective effectiveness across various types of writing. Both of these tools are used across documents ranging from blogs to articles, research reports, and newspapers; samples of these documents are part of the representative corpus. Based on this corpus, the study carries out a detailed analysis to establish the exactness and efficiency of these tools in determining and improving errors in the English language. The findings of this research align with those of other studies, establishing that both tools have different levels of effectiveness vis-à-vis the categories of errors and types of texts. Grammarly, for example, outperforms Microsoft Word Editor in several error categories, such as subject-verb agreement, prepositions, and pronouns, whereas Microsoft Word Editor excels in detecting errors in English tenses. As a result, the research recommends using both tools as complementary resources to ensure comprehensive error detection and correction in formal English writing. Also, the findings provide valuable insights for educators, students, and professionals seeking to advance their writing quality. They also offer a basis for further research into integrating these tools in writing instruction and developing more comprehensive language editing tools.

A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING

In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors in Malaysian ESL secondary school learners’ writing. To this end, the English of Malaysian School Students (EMAS) corpus, in particular the sub-corpus of Malaysian learners’ narrative essays was analysed based on two main frameworks. The Error Analysis Framework was adapted for the error analysis procedure, while the Surface Strategy Taxonomy Framework was used for the classification of types of errors. Online corpus tools such as Part-Of-Speech (POS) the Constituent Likelihood Automatic Word-Tagging System (CLAWS) and Antconc version 3.5.8 were employed as the instruments of the study. The findings of the study showed that there are three types of simple past tense errors in the learners’ writing, namely Error of Omission, Error of Addition and Error of Misformation. Misformation is the most popular type of simple past tense error committed by the learners. The findings of the study would be useful for the Malaysian context of ESL learners’ curriculum design and pedagogy.

Idiosyncratic Expression: Analysis of the Junior Students’ Paragraph Writing Test

The study analyzes the errors in the idiosyncratic expressions of 2nd-semester undergraduates in the English Language Education Program at Tanjungpura University. The objectives of the study are to describe the types of errors encountered in the students’ idiosyncratic expressions. The method of research is descriptive. The research participants were the 2nd-semester undergraduate students of the English Language Education Program of Tanjungpura University. The data were collected from corpora written by the students. Idiosyncrasy occurred in the students’ text. 187 constructions, out of 244, were deemed idiosyncratic. the types of errors found in the students’ idiosyncratic expressions were verb form errors (24,60%), subject and verb agreement errors (19,25%), plurality errors (9,63%), pronoun errors (9,09%), preposition errors (9,63%), verb tense errors (8,56%), word form errors (8,56%), article errors (5,88%) and word order errors (4,81%).

COMMON GRAMMATICAL ERRORS FOUND IN STUDENTS’ WRITING

This study aimed at exploring the types of common grammatical errors are found in the students’ writing and finding out the dominant type of common grammatical errors found in students’ writing. This study used descriptive qualitative and quantitative method. The data were taken from the 21 compositions of students who took Basic Writing Class in English Letter Study Program, Faculty of Language and Literature of Flores University. Each writing has three kinds of writing. They are about family member, individual favorite object, and natural objects descriptions. The upshots of the study indicates there are 9,1% students who made errors in verb tense, 12,6% students who made errors in subject-verb agreement, 15,3% students made error in article, 4,5% students made error in preposition, 6,3% students made error in number, 4,5% students made error in pronoun, 1,8% students made error in possessive, 1,8% students made in word choice, 11,7% students made error in spelling, 19,8% students made error in word order, 7,2% students made error in capitalization, and 5,4% students made error in punctuation. The errors are caused from many factors; the students are still confused to choose the right word in a sentence because of the lack of knowledge or poor vocabularies and its use. Besides, errors happened because of their first language (Indonesian logical thinking), or we could say the learners’ mother tongue interference (interlingua source), some students tried to translate the words one by one from Indonesian language into English without paying attention to the English structure rules.
 

An Analysis of Student’s Grammatical Errors in Writing a Thesis Proposal of TBI at UIN Mataram

The aim of this research is to analyze the grammatical errors in writing a thesis proposal. The researcher conducted study because a lot of errors in writing a thesis proposal still made by a student. The research type is descriptive qualitative. Qualitative descriptive‟ is a viable and acceptable label for a qualitative research design. Therefore, this research described the observed phenomena in the form of words. The population of the study was all students of the class b, the eighth semester of TBI at UIN Mataram. With relation to sample in this study, purposive sampling technique was used to take the sample. So, in the interest of the sample, the researcher took one student for analyzing her thesis proposal, as the objects based on the types of grammatical errors namely Subject-Verb Agreement Error, Verb Form Error, Verb Tense Error, Singular/Plural Error and Word Form Error. Based on the data analyzed, it was found that the frequent and dominant errors done by a thesis proposal of a student are as follow: Subject-Verb Agreement (17,85%), Verb Form (35,71%), Verb Tense (10,71%), Singular/Plural Noun Form (10,71%), and Word Form (25%). Whereas, the dominant error is Errors related to Verb Form that comprises 10 errors (35,71%).

ERROR ANALYSIS IN WRITING DESCRIPTIVE TEXT

Abstract: The objectives of this research were to figure out and describe the types of grammatical simple present tense errors are found in the one of vocational high school in West Kalimantan 2022/2023. This research used qualitative case study research to analysis the students’ writing ability in descriptive text using present tense based on the four level type of errors: omission, addition, selection and ordering for the one of vocational high school in West Kalimantan. It was conducted on February 2023. The researcher took 12 students as the sample. The subjects of this research was the the one of vocational high school in West Kalimantan 2022/2023 academic year. To collect the data, the researcher used essay writing test with students. After collected the dataafrom the subjects the researcher analysis the dataaby using error analysis method to analyzed qualitative data. The resultaof thisaresearch showedathat the students level of writing skills in descriptive text using present tense is average. The result of this research showed that the students most errors was in error of selection, The most difficult category in writing was in grammatical problem therefore the students should foccus and pay attention on terms of identify reference without ignoring the other aspect of rules of language. Keyword: Error analysis, writing, descriptive text

Computer-Aided Analysis of Tense Errors in Undergraduates’ Texts

Computer-Aided Analysis of Tense Errors in Undergraduates’ Texts

An Analysis of Negative Transfer Made by Chinese Non-English Major Students in IELTS Writing Task 2

The phenomenon of negative transfer between languages has been a hot topic in second language acquisition. It can have an important impact on students' second language acquisition. Understanding the phenomenon of negative transfer through errors that occur during language learning can better regulate language acquisition in the process of second language learning and improve students' cognition of second language acquisition. The writing part of the IELTS test is a major difficulty for Chinese non-English majors to overcome. Then understanding the negative transfer phenomenon that occurs in their writing process is particularly important for them to improve their scores. This research is dedicated to the research and analysis of the types of errors and the reasons why Chinese non-English major students make mistakes in IELTS writing task 2. The study found that Chinese non-English major students experienced negative transfer between languages in IELTS writing task 2, which resulted in four main types of errors, namely errors in subject-verb agreement, double-predicate errors, and errors in tense of verbs and incomplete sentence structure. By summarizing and analyzing the types of errors caused by these negative transfers, this research hopes to provide corresponding guidance and inspiration for IELTS writing teaching and English writing for non-English major students.

Error Analysis Analysis of Compositions Written by IT Students

This study aims to identify the common linguistic errors among the third and the fourth grade students of IT at the Collage of Computer Technology. The researcher used the analytical descriptive method. He chose a random sample consisting of 80 male and female students. He constructed a list comprising of 294 common linguistic errors. He then built an objective test in the light of the list as the study tool, which is analytical description of students' written compositions. The results showed that the level of frequency at which these errors occur differ from one category to another. Errors in spelling and tense took the highest rate of occurrence raging from (27.8%) to (22.4%) whereas errors in. Articles and capitalization took the lowest rate of occurrence raging from (15.6%) to (14.2%). Further studies are suggested to investigate the causes, which constitute this huge numbers of errors.

An Analysis of The Common Past Tense Errors Committed in Writing by Kurdish Learners of Efl

An Analysis of The Common Past Tense Errors Committed in Writing by Kurdish Learners of Efl

The Effect of L1 Negative Transfer on EFL Saudi Students’ Use of Grammar in Writing

The present study aimed at investigating the effect of the L1 negative transfer on the writing of EFL Saudi students. It examined the common grammatical errors that Saudi students made while writing in English and analyzed the sources of their errors. The samples consisted of English essays written by 74 freshmen female students enrolled at Majmaah University in Saudi Arabia. The samples were analyzed and the errors classified according to grammatical sub-categories including tenses, singular/plural markers, prepositions, articles and pronouns. This study found that 81% of the students' errors can be accounted for in terms of L1 transfer. Grammatical errors were the most frequent ones, recording 67% of the total rate of errors. More specifically, preposition (40%) and tense (32%) errors constituted the most frequent subcategories of the grammatical errors. It was concluded that learning basic linguistic differences between Saudi students' L1 and English language is a necessary condition for helping the learners to overcome the problem of first language interference in their writing.

Exploring Common Grammatical Errors in Chinese Students Writing

With the increasing influence of China in the world, the grammatical mistakes made by Chinese students in English writing have attracted wide attentions. This research aims at a comprehensive review of some of the most common grammatical errors in Chinese students writing. The main focus is on errors in sentence structure and tense. This study shows that these errors have a strong impact on the clarity and effectiveness of Chinese students writing. To some extent, this may lead to misunderstanding or ambiguity. However, educators can help Chinese students overcome these difficulties. This research mainly relies on appropriate teaching methods, explanations and appropriate exercises to attract Chinese students attention to these problems and allow them to practice repeatedly so as to avoid these mistakes in English writing, which can greatly improve their future English writing level. Thus, the overall English writing ability of Chinese students can be improved to some extent.

Cross-gender Analysis of Iraqi EFL Learners Recurrent Grammatical Errors in English

The study attempts to investigate recurrent grammatical errors that hinder Iraqi undergraduate EFL learners` mastery of English grammar. If male-female learners of English are not competent in the structural and semantic bases of tense, they can hardly produce acceptable sentences in the L2/FL. For this purpose, an elicitation test is used to sort out the typical errors of Iraqi male-female undergraduate students (1st, 3rd and 4th stage) of the Department of English Language and Literature in Mustansiriyah University / Iraq, with respect to specific recurrent tense errors reflecting the structure of their transitional competence or what S. Pit Corder (1976, p.15) labels idiosyncratic dialect. The justification behind this study is those adopted following Corder (1976, p1), who mentions that two justifications are essentially relevant for the study of learners' errors, one of which is the pedagogical justification, which implies that eliminating any error requires a good understanding of the nature of that error. The research follows a comprehensive analysis methodology. It combines quantitative and qualitative approaches to analyze samples from Iraqi male-female EFL learners. The study found that there are several cross-gender differences concerning the recurrent errors, which might be attributed to several factors, i.e. linguistic and sociolinguistic. The study takes these factors as the building blocks for suggesting pedagogical solutions. The study was originally an attempt to help EFL learners eliminate such recurrent L1\L2 conflicting errors.

Writing Errors of Children With Developmental Language Disorder

The purpose of this study was to compare the types of morphological and syntactic errors in written simple and complex sentences produced by children with developmental language disorder (DLD) and children with typical language (TL). We analyzed the writing products of 30 children with DLD and 33 children with TL for morphological (e.g., past tense -ed and BE verbs) and syntactic (e.g., word omission and word order) errors in simple and complex sentences. We found that children with DLD produced more regular and irregular past tense errors and syntactic errors than children with TL. We also found that the number of total errors produced by children with DLD was not different in simple versus complex sentences. The findings reported can be used as a starting point for adding writing assessment to speech–language pathologists' tool kit for serving children with DLD. We recommend that clinicians begin with analysis of past tense and syntactic errors when evaluating narrative writing skills of children with DLD.

An Analysis of Simple Past Tense Errors in the Soul Sense with Silkina Podcast by Using the Surface Strategy Taxonomy

The purpose of this study is to investigate the simple past tense errors found in the Soul Sense with Silkina Podcast. The study employed qualitative method with descriptive analysis. The data were collected from a podcast entitled Soul Sense with Silkina Podcast which consists 10 episodes of Soul Sense with Silkina Podcast. The data were analysed by applying the Surface Strategy Taxonomy proposed by Dulay. The result shows that there were four types of errors committed by the podcasters in using Simple Past Tense. Those types were Omission, Addition, Mis-formation and Mis-ordering. The total numbers of errors were 120 divided into Omission (23 errors), Addition (11 error), Mis-formation (82 errors), and Mis-ordering (4 errors). In other words, the highest amount of errors was Mis-formation with the percentage of 68.34%, while the omission was in the second place with the percentage around 19.17%. The third place was addition with the percentage around 9.16%, and the last was mis-ordering with the percentage around 3.33%.

“Go,” “Going,” “Goed”: Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners

School-aged English Learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading comprehension (RC). The sample for the current study included 5th-grade students who were categorized as ELs who were receiving English support services ( n = 103). Samples were collected using i-Ready and writing samples. The samples were used to examine ELs’ RC in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year. The results from the study revealed that there was a moderate negative correlation ( r = −.431, p < .010) between verb tense errors and reading comprehension. Students with high rates of verb tense errors received lower RC scores.

An Analysis of English Writing Errors of Freshmen Students’ Essays: The Case of ‘Aleksandër Moisiu’ University

One of the most important elements of English language is the writing skill. It is a competence which human beings are not born with; on the contrary, it is learnt with practice and experience. In this respect, the focus must be on the hard work of English instructors, who deal painstakingly with the four skills, emphasizing writing, by means of comments, advice, explanations etc. In Albanian Educational system, foreign languages are given a considerable space. In high school students study up to two foreign languages. In ‘Aleksandër Moisiu’ University, apart from the courses that are related to the students’ profile of study, a specific importance is given to English Language as well, which helps to enhance their English Language competences. This leads us to believe that students’ progress in English is satisfactory; however, this is not always the case with all the skills. Even though students are very good at listening and speaking, when it comes to writing, many of them have serious problems, which are noticed while analyzing their written work. In this respect, this study aims to explore and analyze students’ errors through the procedure of error analysis. More specifically, a sample of 100 short essays of our freshmen students from different branches of study have been analyzed with this purpose in mind. This article analyses the types of errors and their frequency of occurrence in English language writing. Based on the research analysis, it was concluded that the mechanical errors, verb tense errors, preposition errors and to some degree article errors, resulted to be more problematic than the other categories. The importance of identifying and analyzing errors is to give English lecturers feedback on the effectiveness of their teaching techniques, information on what is to be reviewed and further notice on what parts of the syllabus need modification. Making errors is an essential part of learning and English teachers should view them from the perspective of improving their teaching approaches and techniques. Keywords: error, error analysis, grammatical mistakes, language learning

A Study on Tense Errors in the Compositions of Secondary Students in Brunei

This study examines the errors in tenses made by 34 secondary students in Brunei who were asked to write a short story based on a picture composition, with the focus on testing Krashen's Natural Order Hypothesis (NOH) in L2 acquisition. The objective of the study is to test the theory in NOH that irregular past tense is acquired before regular past tense through the analysis of the errors made in the verbs. The collected data were analyzed based on the four steps of error analysis: identification, description, explanation, and evaluation. The findings suggest that irregular past tense for verbs such as "go," "is," "eat," and "buy" were the most commonly found errors, mainly due to inappropriate or incorrect tense markings. Contrary to the hypothesis, the study suggests that irregular verbs are not necessarily acquired before regular past tense, possibly due to the large number of irregular verbs that learners need to know. Thus, the article concludes that the study provides useful information for language pedagogy and emphasizes the importance of considering the learners' L1 and individual differences in language acquisition.