Frequent Type Of Error Research Articles

INVESTIGATING ERRORS IN WRITING MECHANICS IN UNIVERSITY STUDENTS’ ESSAYS

Besides grammar, writing mechanics are one of important components for producing an effective piece of writing. This study has attempted to explain the types and the most frequent type of errors in writing mechanics found in essays produced by the second semester students of English Department of Universitas Airlangga year 2018/2019. Steps of Error Analysis explained in Gass and Selinker (2008) and the classification of errors by Dulay, Burt, and Krashen (1982) were adopted in this study. The data were collected from 51 typed essays of division and classification written by the semester-two students. The study found in the essays 686 errors in three writing mechanics: punctuation (368), capitalization (291) and spelling (27). The errors belong to four types: addition (271), omission (269), misformation (139), and misordering (7). The two categories combined, the most frequent errors were in the addition of capitalization (211), followed by the omission of commas (160). The findings indicate that capitalization and punctuation become a writing problem for many student participants of this study. Therefore, the problem needs to be dealt with as writing mechanics help make the message in writing conveyed more clearly. Keywords: Error Analysis, essays, types of error, writing mechanics

Students’ grammatical error analysis in the recount text translation

This research aims to determine the types of grammatical errors that students make the most and least frequently, as well as the causes of those errors, using the Surface Strategy Taxonomy that was identified in students' recount text translation. The participants in this study were SMAN 1 Pringsewu first-graders in the academic year 2020/2021. This research adopted a descriptive qualitative method by using a translation task and questionnaire for the instruments. According to the Surface Strategy Taxonomy, the students made all types of errors: omission, addition, misformation, and misordering. In recount text translation based on Surface Strategy Taxonomy, the most common error made by students was misformation, whereas the least frequent error type was misordering. Problems with the target language, mother-tongue interference, a lack of eagerness to learn the target language, a lack of confidence, and the absence of error feedback from the teacher were all possible causes of those errors. This indicates that the students’ English grammar understanding was still limited. Therefore, the English teacher is expected to solve it by providing appropriate teaching methods and materials to reduce errors.

Phonological characteristics of European and Brazilian Portuguese in children with Speech Sound Disorders

ABSTRACT This study aims to describe and compare the phonological characteristics of European Portuguese and Brazilian Portuguese preschool and school age children with Speech Sound Disorders (SSD). Speech samples for the European Portuguese Group (EPG) (n = 13) were collected using Subteste Fonético e Fonológico of Teste Fonético e Fonológico Avaliação da Linguagem Pré-Escolar. For the Brazilian Portuguese Group (BPG) (n = 13) Prova de Nomeação de Fonologia of Teste de Linguagem Infantil ABFW was applied. Different phonological measures were considered. Groups were matched according to sex, age, and percentage of correct consonants (revised). EPG presented more weak syllable deletion (p = .00); absolute index and relative index had a higher number of omissions (p = .003). BPG had more substitutions (p = .004). Intragroup analysis showed differences between groups in the occurrence of phonological processes (p ≤ 0.00). The most occurring was gliding of liquids, cluster reduction and devoicing in both groups; for the absolute index and relative index, the EPG presented differences in omission (p = .003), and the BPG in substitution (p = .002). Results suggested differences between groups in phonological processes occurrence and a relation with the most frequent type of error. These findings may occur due to the variation of phonetic and phonological characteristics between European Portuguese and Brazilian Portuguese in the two phonological tests. Linguistic variations had not directly influenced the measures studied, which characterized SSD. European Portuguese and Brazilian Portuguese children with SSD demonstrated similar characteristics as to the type of errors and phonological processes.

Analysis of Subject-Verb Agreement Errors in Third Person Singular Verb Forms by Spanish University Students: A Corpus-Based Study

This study is aimed at analyzing subject-verb agreement (SVA) errors with third person singular lexical verbs in the Present Simple by Spanish higher-education students in a computerized learner corpus from Universidad Internacional de La Rioja (UNIR). The corpus is composed of 155 participants and 246 writing samples and it consists of the students’ spontaneous writings in response to a compulsory online forum from the nonlinguistic subject, ICT Tools Applied to the Learning of English, which is included in the curriculum of the Degree in Early Years Education. The SVA errors found in the corpus were classified according to Dulay, Burt and Krashen’s (1982) Surface Strategy Taxonomy, which groups language errors into four different types: omission, addition, misformation and misordering. The results show that the most frequent type of error made by the students is misformation, followed by misordering and by addition, which account for almost 95% of the total number of errors, whereas omission is the least frequent type of error, accounting for only 5% of all the errors. At the same time, the analysis indicates that the errors produced by the students are mainly intralingual, reflecting an inadequate or incomplete learning of the target language, and also interlingual since some errors committed by the learners are related to native language (NL) transfer. These results suggest some pedagogical implications for the teaching and learning of SVA rules which are also included in the paper.

An Investigation of the Effect of Self-correction on Error and Syntactic Complexity of Korean Adults' English Writing

The present study was designed and conducted for the purpose of investigating the effect of self-correction on Korean adults’ writing in terms of error and syntactic complexity. Data analyses showed that there was statistically significant difference between the total numbers of the errors from the pretest and the posttest. Furthermore, all the error types present in Korean adults’ essays witnessed a reduction after fourteen weeks of self-correction. In addition, it should be worth the effort to note that the most frequent error type, Awkward expression accounted for more than half of a total number of errors. Unlike the positive role of self-correction on writing, there was no significant effect of self-correction on syntactic complexity. As a result, error analysis needs to be practiced in the classroom for comprehending error types which students make and designing teaching materials for strategies of having their pupils reduce errors in writing. Furthermore, it is highly recommended that learning and teaching of sentence-level writing along with grammar be reinforced in the classroom since without these students are prone to failing to improve the quality of their English writing.

GRAMMATICAL ERRORS IN INDONESIAN-ACEHNESE EFL LEARNERS’ DESCRIPTIVE ESSAYS

This study was carried out to analyze the types and the sources of grammatical errors encountered in Acehnese EFL learners’ essays. It focused on finding out the most dominant type of errors and the most plausible explanation for the source of errors the students made in their writing. Twenty (20) learner’s essays were collected to be analyzed by referring to Azar’s error classification as well as Richard’s theory on learners’ sources of the errors. The results showed that the most frequent type of errors in the learners’ essays were incomplete sentences and verb tenses, making up more than a third (36.7%) of the total 392 errors. The findings also showed intralingual errors are the major causes of the learners’ grammatical errors, followed by interference errors and developmental errors respectively. The findings suggest that in teaching essay writing, teachers of Indonesian-Acehnese EFL learners need to adopt and devise more appropriate techniques in both grammar and writing instructions, focusing on complete sentence structure and tenses in order to minimize the possible errors made by the learners in their writing.

Linguistic Awareness and English Spelling Difficulties of Iranian EFL Students in Malaysia

The ability to spell properly is usually regarded as a good indicator of one’s level of education (Fagerberg, 2006). In this study spelling difficulties are classified as phonological, morphological, and orthographical difficulties in order to examine the correlation between spelling difficulties and the linguistic awareness of Iranian EFL students in Malaysia. The participants of the study were 41 Iranian EFL students (20 males and 21 females) who were selected purposefully from an Iranian secondary school in Kuala Lumpur, Malaysia. A pre-test post-test design adapting a set of tests from Tabrizi et al. (2013) was used to examine the correlation between linguistic awareness and spelling difficulties. Forty words were selected from the second-year English textbook of Iranian EFL students in the pre-test and post-test. Based on the results of the pre-test, the most frequent types of errors were identified. They were related to the Visual Memory, Training Error, Listening Accuracy, Visual Accuracy, Dysgraphia and Visual Sequential Memory. Analysis of the data showed a significant correlation between the participants’ linguistic awareness and phonological, morphological and orthographical spelling difficulties. It was concluded that children’s developing awareness of linguistic features can help them become more proficient language learners. Findings from this study can assist EFL teachers in mitigating the spelling difficulties among young learners. Keywords: linguistic awareness; spelling; difficulties; EFL

Comparison of Word-Writing Performance according to the Degree of Cognitive Decline: Focused on Patients with Subjective Memory Complaint, Mild Cognitive Impairment, and Alzheimer’s Disease

Purpose: Writing deficits are one of the major indicator of cognitive decline. The purpose of this study was to investigate the word-writing performance according to the degree of cognitive decline.Methods: Eighty-seven participants [30 patients with subjective memory complaint (SMC), 30 patients with amnestic mild cognitive impairment (aMCI), and 27 patients with Alzheimer’s disease (AD)] performed tasks involving writing regular words, irregular (phoneme-grapheme noncorrespondent) words, and nonwords. Data were collected using a tablet personal computer and digital pen, and were analyzed according to four categories: the number of the correct response, error types, graphemic writing time, and pause time.Results: There was no difference between the SMC group and the aMCI group regardless of the writing task types, whereas the AD group scored significantly lower compared with the aMCI group in irregular word-writing task. Additionally, all three groups showed poor performance in the order of regular words, nonwords, and irregular words. The most frequent error types in all three groups were substitution, elision, and addition. There was no difference in the graphemic writing time and pause time.Conclusion: Our findings show that declined cognitive function may affect the lexical route during writing. This study is meaningful because it is the first attempt to investigate the word-writing performance according to the degree of the neuropathological deficits.

Looking for a pattern: Error analysis as a diagnostic assessment for making instructional decisions to promote academic success

We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice.

An Error Analysis of Research Project Abstracts Written by Thai Undergraduate Students

Errors in writing are unavoidable while students are trying to develop their writing skills. There have been several studies on identifying writing problems or errors in students’ writing. It is believed that identifying students’ written tasks is an effective tool to explore the difficulties involved in learning language. This helps teachers’ awareness of the serious problems which occur in students’ writing and allows them to pay closer attention to their errors. The aim of the present research study is to pinpoint writing errors in English abstracts written by Thai undergraduate students. Forty abstracts of research projects were collected and analysed. The error analysis was conducted at the sentence level, word level, and mechanics aspect. The five most frequent error types ranking from the most frequent to least frequent were word choice, preposition, sentence construction, singular or plural forms and quotation marks. The findings of the present study have shed light on the students’ writing ability and give an insight into what the problems students face when writing their abstracts. Also, the errors found in the abstracts in the present study have pedagogical implications concerning English language learning, particularly with writing courses. The findings will be helpful for teachers to develop teaching materials to assist their students from committing errors when writing English abstracts and to improve academic writing skills.

코퍼스 활용 글쓰기 오류수정이 영어학습자들의 동사구 습득에 미치는 영향

The purpose of this paper is to investigate the effects of corpus-based error correction of writing on college students’ acquisition of verb phrases. For this study, 26 college students were chosen as participants and instructed to correct the errors shown in their writing using concordance program. In addition, the students completed the pre- and post-verb tests measuring the students’ acquisition of verb phrases.
 The results of this study are as follows: First, it was shown that verb phrase usage frequency rate was the highest in S+V+O pattern. In terms of verb phrase error frequency, it was the highest in S+V+O pattern and the second highest was in S+V+A pattern in both groups. The most frequent error types of verb phrase in the two patterns are presumed to result from the incorrect use of prepositions with verbs. Second, there was a significant difference between the two groups with regards to verb phrase error correction ratio according to the 7 sentence structure patterns. Higher error correction ratio indicates that there is improvement in accuracy, which leads to a better writing ability. Third, the pre- and post- verb tests showed that there was a 9% more improvement in the experimental group(12%) than in the control group(3%). In conclusion, the effects of corpus-based error correction contributed to the improvement of students’ acquisition of verb phrases. Finally, the data shows that when speaking in English students are most likely to use certain types of sentence patterns; S+V+O pattern, S+V+C pattern and S+V+A pattern. Considering those data results, it can be suggested that to improve the speaking ability of the students, teaching should be focused on practicing most frequently used sentence patterns.

Social Cognition Capacities as Predictors of Outcome in Mentalization-Based Treatment (MBT).

BackgroundMentalization-based treatment (MBT) is an evidence-based treatment for borderline personality disorder (BPD). Differences in treatment outcomes related to specific capacity of social cognition need further attention. This study aimed to investigate social cognition as a predictor of outcome.MethodThe study included 31 BPD patients who completed a test of social cognition (Movie for the Assessment of Social Cognition, MASC) before outpatient MBT. The MASC-scores indicated a person’s theory of mind (ToM) and different error-types. During treatment repeated self-reports of alliance and clinical outcomes (symptoms, interpersonal problems, social functioning) were applied. Longitudinal analyses were based on Linear Mixed Models (n = 24).ResultsThe most frequent error-type was excessive ToM (hypermentalizing). Higher levels of excessive ToM were associated with greater improvement of alliance over time and good clinical outcomes. Insufficient ToM errors and low levels of accurate cognitive ToM responses were both associated with poorer improvement over time. The subgroup with frequent insufficient ToM errors had a larger total number of ToM errors. Insufficient ToM errors were associated with more childhood trauma, comorbid avoidant PD traits and/or PTSD, extensive prior treatment, and/or treatment irregularity.ConclusionThis study demonstrates considerable variation of social cognitive capacity among BPD patients and good outcomes for patients with mainly ToM errors of hypermentalizing. It also indicates that poorly responding patients may represent a cohort with more complex problems of social cognition and insufficient mentalizing.

Assessing data quality: A managerial call to action

While awareness of data quality has increased in recent years, there have been very few studies on the actual level of data quality within organizations. This article outlines the analysis of 75 data quality assessments collected over the course of 2 years from a wide range of organizations, data sets, and business processes. The results reveal that data is in far worse shape than most managers realize. On average, 47% of recently created data records have at least one critical error. High-quality data is the exception, with only 3% of the DQ scores rated acceptable (≥97%). Indeed, the results suggest an unhealthy organizational tolerance of bad data and underscore the magnitude of improvement organizations need to make in order to be truly effective in the knowledge economy. By providing a unique insight and benchmark for data quality practitioners, this article serves as a call-to-action for all organizations—regardless of size and type—to determine their level of data quality. Finally, we set out a typology that presents a categorical scheme to promote preemptive actions against the most frequent types of data error.

Impact of an Antimicrobial Stewardship Team on Reducing Antiretroviral Medication Errors.

Background: Numerous interventions have been used to reduce medication errors related to antiretroviral (ARV) therapy for hospitalized patients with HIV. Objective: This study assessed the impact of an antimicrobial stewardship (ASP) team intervention on reducing the rate of ARV therapy errors in patients admitted to an academic medical center. Methods: This observational, retrospective study included patients who received ARV therapy from June 2016 to December 2017. The primary outcome was evaluation of ASP team performance in detecting ARV medication errors in the inpatient setting. Errors were further categorized by type (interaction, dosing, regimen). The Mann-Whitney U test and χ2 tests were utilized to analyze continuous and categorical data, respectively. Results: Medication errors occurred in 51% of patients in the preintervention group (n = 152) and 48% of patients in the postintervention group (n = 203; P = 0.43). The most frequent medication error type was drug interactions in both groups, involving integrase strand transfer inhibitors and polyvalent cations (64% vs 67%). There was a significant difference between preintervention and postintervention groups regarding number of errors detected (13 vs 106, P < 0.001), corrected (12 vs 86, P < 0.001), and persisting at discharge (106 vs 18, P < 0.001). Conclusion and Relevance: Review of ARV regimens by an ASP team significantly decreased medication errors. Drug interactions are the most common medication error found in HIV-positive patients admitted to our academic center.

Medication reconciliation upon admission in paediatric hospital setting: preliminary data.

Background The benefits of medication reconciliation are well established in adult patients, but not in paediatric patients, being a population not included in the guidelines for medication reconciliation published so far. However, it is known that a significant number of children suffer from chronic illnesses leadingto a complex pharmacological treatment. Moreover, there are a series of specific factors that cause a greater risk of medication errors in children. Aim The purpose of the present study was to determine whether patients from a paediatric hospital setting may benefit from medication reconciliation at hospital admission, in order to prevent and reduce prescribing errors on admission. Main outcome measures The primary outcome was the number of discrepancies between best possible medication history and prescribed treatment upon admission and, consequently, number of reconciliation errors. The secondary outcome was the main underlying diseasewith the highest number of reconciliation errors, and the main pharmacotherapeutic groups involved. Results The pharmacist reconciled the medication of187 patients with an meanage of 6.6 ± 5.1years. Sixty percentof patients had a base disease and 12.3% had polypharmacy, with an average of 6 drugs per patient. In a 42% of patients, at least one discrepancy was detected between their home treatment and the prescribed treatmentupon admission, with 15% of patients having at least one reconciliation error (68% omissions). Neurological diseases were the main underlying disease with at least one reconciliation error (50%). The main pharmacotherapeutic groups involved in reconciliation errors were psychoanaleptic and psycholeptic, anti-acids, antiepileptic, and obstructive airway pharmacotherapy; each accounting for a 17.1%, 14.7%, 11.8% and 11.8% of the total, respectively. Conclusion Within our sample of paediatricpatients, the rate of medication discrepancy and reconciliation errors at hospital admission was asrelevant in terms of pharmacotherapy as has been reported in adults. The most frequent type of errors was omission of some home treatments. The main underlying disease with at least one error was neurological. As a whole, the detection of reconciliation errors in paediatrics by provision of medication reconciliation could be effective in reducing medication errors.

Retrospective study of immunization errors reported in an online Information System.

Objective:to analyze the immunization errors reported in an online Information System.Method:retrospective study conducted with data from the Adverse Event Following Immunization Surveillance Information System. Immunization errors were analyzed with respect to demographic characteristics and the vaccination process. Frequencies and error incidence rates have been calculated. Binomial and chi-square tests were used to verify differences in the proportions of the variables.Results:501 errors were analyzed, the majority involving routine doses (92.6%), without Adverse Event Following Immunization (90.6%) and in children under five years old (55.7%). The most frequent types of errors were inadequacy in the indication of the immunobiological (26.9%), inadequate interval between doses (18.2%) and error in the administration technique (14.2%). The overall error incidence rate was 4.05/100,000 doses applied; the highest incidences of routine vaccines were for human rabies vaccine, human papillomavirus and triple viral; the incidence rate of errors with Adverse Events Following Immunization was 0.45/100,000 doses applied.Conclusion:it was found that immunization errors are a reality to be faced by the health systems, but they are amenable to prevention through interventions such as the adoption of protocols, checklists and permanent education in health.

Death Certification: Errors and Interventions.

Death certificates are legal documents containing critical information. Despite the importance of accurate certification, errors remain common. Estimates of error prevalence vary between studies, and error classification systems are often unclear. Relatively few studies have assessed the frequency at which death certification errors occur in US hospitals, and even fewer have attempted a standardized classification of errors based on their severity. In the current study, our objective was to evaluate the frequency of death certification errors at an academic center, implement a standardized method of categorizing error severity, and analyze sources of error to better identify ways to improve death certification accuracy. We retrospectively reviewed the accuracy of cause and manner of death certification at our regional academic institution for 179 cases in which autopsy was performed between 2013-2016. We compared non-pathologist physician completed death certificates with the cause and manner of death ultimately determined at autopsy. Errors were classified via a 5-point scale of increasing error severity. Grades I-IIc were considered minor errors, while III-V were considered severe. Sources of error were analyzed. In the majority of cases (85%), death certificates contained ≥ one error, with multiple errors (51%) being more common than single (33%). The most frequent error type was Grade 1 (53%), followed by Grade III (30%), and Grade IIb (18%). The more severe Grade IV errors were seen in 23% of cases; no Grade V errors were found. No amendments were made to any death certificates following finalization of autopsy results during the study period. This study reaffirms the importance of autopsy and autopsy pathologists in ensuring accurate and complete death certification. It also suggests that death certification errors may be more frequent than previously reported. We propose a method by which death certification errors can be classified in terms of increasing severity. By understanding the types of errors occurring on death certificates, academic institutions can work to improve certification accuracy. Better clinician education, coordination with autopsy pathologists, and implementation of a systematic approach to ensuring concordance of death certificates with autopsy results is recommended.

An Analysis of the Most Common Essay Writing Errors among EFL Saudi Female Learners (Majmaah University)

This study was conducted to explore and analyze the most common essay writing errors among Saudi female learners at the departments of English, Majmaa'h University, Kingdom of Saudi Arabia. Therefore, the aim has been to identify those difficulties from an error analysis standpoint and identify the sources underlying them. An analysis of a written corpus of forty students' written essays was thoroughly conducted. Types of errors were categorized, and the factors that contributed to them were analyzed. The participants were English majors in their third year of study enrolled in an advanced writing course during the first term pertinent to the academic year 2018-2019. Three essays were given to each participant to write about two to four pages using the narrative, descriptive, and compare/contrast organization. A writing difficulties questionnaire was further employed. The findings showed that the most frequent types of errors made by the participants were: punctuation errors forming the most troublesome area, followed by spelling errors, preposition errors, article errors, wrong verb tense, wrong word form respectively. The findings suggested that writing in English as a foreign language is quite challenging for students. Interlingual and intralingual transfer was found to be the source underlying the most common errors.

Polypharmacy and medication errors on palliative care admission

Many patients at the end of their life are treated with multiple medications while some of the drugs may no longer be beneficial and should be reduced. The aim of the study was to assess polypharmacy, overprescribing, and the incidence of presumable pharmacological errors at referral to palliative care. Current treatment in consecutive patients was analyzed based on the clinical judgment of a palliative care specialist on the first appointment. The number of drugs/tablets with pharmacotherapy inappropriateness was counted, analyzed, and a new therapy was proposed. A total of 337 patients were admitted. The median number of drugs / tablets used at referral was 7 / 9 per day. In patients with short life prognosis, the corresponding numbers were higher (8 / 10). Polypharmacy was found in 265 patients (78.6%) and at least 1 drug inappropriateness occurred in 238 patients (70.6%). The most frequent error type was lack of necessary concomitant drug. Patients who were bed‑bound (Palliative Performance Scale ≤40 points), with the shortest life expectancy (Gold Standards Framework, D), who died within 2 weeks or were discharged from the hospital and admitted to hospice had more often 1 or more potentially inappropriate medication. The risk of inappropriateness increased with the number of drugs / tablets prescribed by 13.3% / 7.4% per drug / tablet. The median number of drugs / tablets decreased on palliative consultation by 1.0 / 2.0 (P = 0.01 / P <0.001, respectively). Subgroups with a higher number of errors had a larger drug reduction. Polypharmacy and increased risk of drug inappropriateness particularly affect elderly patients referred by hospitals, with poor prognosis, low performance, admitted to in‑patient hospice. Therapy reduction may diminish the risk of therapeutic inappropriateness but requires further education within nonspecialist palliative care.

A Corpus-based Error Analysis of Spoken English Produced by University Students

The present study developed a corpus of spoken English produced by Korean EFL learners to identify its characteristics, types of errors and collocational errors. The spoken corpus was compiled of interviews with 134 Korean university students. Descriptive statistics were computed, and errors were identified and then classified accordingly using a qualitative approach. The study identified a total of 33,306 tokens and 2,308 types of words in the spoken corpus. In examining the frequency of all the individual words (types) that made up the corpus, it was discovered that almost 90% of the word families belonged to the first 1,000 most frequent English words native speakers use. With respect to error analysis, omission was the most frequent type of error, with misformation in second place and addition in third. In terms of collocational errors, G8-D (verb + preposition + object) and L1 (verb + noun/pronoun) were the most frequent types of grammatical and lexical collocation errors in the spoken corpus. Some implications are drawn concerning types of errors, including collocational errors, with respect to improving English learning and teaching as well as materials’ development.