Prescriptive Research Articles

AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERRORS IN WRITING REPORT TEXT AT ELEVENTH GRADE SMAS TAMANSISWA SINGOSARI MEDAN

<p>This study, titled <em>“An Analysis of Students’ Grammatical Errors in Writing Report Text at Eleventh Grade SMAS Tamansiswa Singosari Medan”.</em> The study aimed to find out what types of grammatical errors in the students' report text writing and the causes of the errors. The research employed a descriptive qualitative method, focusing on 11th-grade students from the IPS2 class at SMAS Tamansiswa Singosari Medan. Data collection was conducted through documentation and interviews. The analysis followed the steps outlined by Gass and Selinker, which included collecting the data, identifying students’ errors, classifying errors, and analyzing cause of error. The findings revealed four types of errors in the students' report texts: omission, addition, misformation, and misordering, totaling 44 errors. Specifically, there were 10 omission errors (22.72%), 13 addition errors (29.54%), 12 misformation errors (27.27%), and 9 misordering errors (20.45%). The most frequent error type was addition, with the total 13 or 29.54% errors. The causes of these errors were identified as carelessness, influence from the first language, and issues with translation.</p>

Building a Graphical Modelling Language for Efficient Homomorphic Encryption Schema Configuration: HomoLang

Homomorphic encryption (HE) is an emerging technology that enables computing on data while the data is encrypted. It has advantages, but it also has a significant difficulty. Programmers that use General-Purpose Programming Languages (GPPLs) may find it difficult to handwrite the script code for the HE correctly. This paper presents the front-end compiler design for the first graphical modelling language (DSML) to implement HE schemas, called HomoLang. It is providing a graphical environment with graphical building nodes that represent the HE concepts to enable the building of HE schemas. A high degree of abstraction and a decrease in grammatical and runtime errors improved the expressiveness and efficiency of implementation. Six security tests for security analysis were provided. The efficiency of the submitted language was evaluated using four subjective metrics. This paper provides a detailed explanation of the attributes, evaluation details, and design of the submitted HomoLang.

Unmasking large language models by means of OpenAI GPT-4 and Google AI: A deep instruction-based analysis

Large Language Models (LLMs) have become a hot topic in AI due to their ability to mimic human conversation. This study compares the open artificial intelligence generative pretrained transformer-4 (GPT-4) model, based on the (GPT), and Google's artificial intelligence (AI), which is based on the Bidirectional Encoder Representations from Transformers (BERT) framework in terms of the defined capabilities and the built-in architecture. Both LLMs are prominent in AI applications. First, eight different capabilities were identified to evaluate these models, i.e. translation accuracy, text generation, factuality, creativity, intellect, deception avoidance, sentiment classification, and sarcasm detection. Next, each capability was assessed using instructions. Additionally, a categorized LLM evaluation system has been developed by means of using ten research questions per category based on this paper's main contributions from a prompt engineering perspective. It should be highlighted that GPT-4 and Google AI successfully answered 85 % and 68,7 % of the study prompts, respectively. It has been noted that GPT-4 better understands prompts than Google AI, even with verbal flaws, and tolerates grammatical errors. Moreover, the GPT-4 based approach was more precise, accurate, and succinct than Google AI, which was sometimes verbose and less realistic. While GPT-4 beats Google AI in terms of translation accuracy, text generation, factuality, intellectuality, creativity, and deception avoidance, Google AI outperforms the former when considering sarcasm detection. Both sentiment classification models did work properly. More importantly, a human panel of judges was used to assess and evaluate the model comparisons. Statistical analysis of the judges' ratings revealed more robust results based on examining the specific uses, limitations, and expectations of both GPT-4 and Google AI-based approaches. Finally, the two approaches' transformers, parameter sizes, and attention mechanisms have been examined.

Enhancing Access Through Language-Tailored Approach in Telehealth and Veterans Video Connect: Traumatic Brain Injury (TBI) Veterans Satisfaction Assessment.

Traumatic brain injury (TBI) can impact language processing, necessitating language-tailored approaches. Telehealth may expand rural Veterans' access but has unknown feasibility for language preferences. This study explored telehealth/Veterans Video Connect satisfaction for Spanish/English TBI screening. The study was approved by the VA Caribbean Healthcare System Institutional Review Board and the Research and Development Committee. Mixed methods evaluated telehealth satisfaction in Veterans receiving TBI assessments from October 2021 to October 2023. Surveys included the 16-item Clinical Video Telehealth (CVT) questionnaire on communication, technical factors, coordination, and overall satisfaction, and the 21-item Telemedicine Satisfaction and Usefulness Questionnaire (TSUQ) examining usefulness, ease of use, manners, quality, and satisfaction. Mean domain/item scores were calculated among 57 Veterans, 12 English, and 45 Spanish-speaking. Semi-structured interviews also elicited user experiences from 4 providers and 5 Veterans. Transcripts underwent qualitative coding for themes using Atlas.ti.8. On CVT (0-5 scale), overall satisfaction averaged 4.50 (English) and 4.69 (Spanish). Lowest scoring item for English users was easy video connection (4.25), while unclear expectations had the lowest Spanish score (3.60). For TSUQ, overall mean scores were 4.50 (English) and 4.67 (Spanish), with improved health post-telehealth having the lowest average (English 3.33, Spanish 3.67). Qualitatively, Veterans and providers noted strengths like access and communication but weaknesses around connectivity, care delays, and privacy. Differences emerged regarding convenience (Veterans) versus operational barriers (providers). There was a strong positive correlation for Spanish surveys and a moderate correlation for English surveys (r = 0.71 Spanish surveys, r = 0.69 English surveys) between TSUQ and CVT for individual respondents. Patients conveyed positive experiences, but qualitative data revealed actionable targets for optimization like infrastructure and coordination improvements. Key limitations include small samples and lack of comparison to in-person care. Still, high satisfaction coupled with specific user feedback highlights telehealth's potential while directing enhancements. The results found high Veteran satisfaction with Spanish/English TBI telehealth, but mixed methods illuminated salient domains for better accommodating user needs, particularly regarding logistics and technology. Rigorously integrating experiences with metrics over expanded diverse samples and modalities can further guide refinements to enhance telehealth with a language-tailored approach.

Examining University Students' Business English Writing Performance: Frequent Errors and Pitfalls

This study aims to identify the common writing errors made by college students in business English writing and investigate the contributing factors. The study employed a mixed-method approach to comprehensively analyze writing errors in the business English context. The research population comprised college students enrolled in Writing for Business Communication courses at Universitas Sulawesi Barat, with a sample of 100 students majoring in English education. The findings highlighted content errors, organization challenges, vocabulary issues, language use discrepancies, and mechanics errors in their writing. The most common errors encompassed grammatical errors in language use (48%), errors in conveying business messages in content (45%), and document structural errors in organization (38%). Moreover, the study identified several significant factors contributing to these writing errors, including a lack of practice, a limited understanding of business concepts, resource limitations, inadequate feedback, and time constraints. This study underscores the importance of addressing these specific writing challenges in business English education, offering insights for educators to develop targeted strategies and materials. It also contributes to the broader field by highlighting the unique errors within business English writing and emphasizing the need for specialized instruction. Ultimately, this research informs both pedagogical approaches and students' preparation for future careers in the globalized business environment.

Effects of Automated Feedback on English as a Foreign Language Learners’ Writing Performance: Evidence from a Quasi-experiment

Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.

Enhancing Lyrics Rewriting with Weak Supervision from Grammatical Error Correction Pre-training and Reference Knowledge Fusion

Lyric rewriting involves taking the original lyrics of a song and creatively rephrasing them while preserving their core meaning and emotional essence. Sequence-to-sequence methods often face the problem of lack of annotated corpus and difficulty in understanding lyrics when dealing with the lyrics rewriting task. Inspired by the language rewriting technique - grammatical error correction (GEC) and sequence-to-sequence generation technique - neural machine translation (NMT) methods, we propose novel self-supervised learning methods that can effectively solve the problem of the lack of lyrics rewriting corpus. In addition, we also propose a new pre-trained DAE Transformer model with data prior knowledge fusion to enhance the lyrics rewriting ability. The reference-as-context model (RaC-Large) constructed by us based on these two methods achieves the best results in comparison with the baseline including large language models, fully verifying the effectiveness of the new method. We also validate the effectiveness of our approach on GEC and NMT tasks, further demonstrating the potential of our approach on a broad range of sequence-to-sequence tasks.

An Analysis of Grammatical Errors in Students' English Compositions

Grammatical errors are common in students' writing and, to some extent, hinder effective communication. Understanding the nature and frequency of these errors can help teachers and students improve their writing skills. As the last of the five skills, English writing can best reflect the comprehensive ability of English learners, while writing teaching has always been a weak link in English teaching. This paper mainly analyzes the grammatical errors in students' English compositions, identifies and analyzes common grammatical errors in students' English compositions through relevant methods such as literature analysis, and proposes relevant countermeasures and suggestions for the current situation of students' English writing learning and teaching based on these found problems. To improve students' pragmatic competence in English and teachers' attention to pragmatic knowledge competence.

Post-Modernism, Deconstruction of Christian Religious Education, and Cultural Projection in Central Kalimantan

The purpose of this research is to examine cultural participation in Central Kalimantan in the context of Christian education, whether as a curriculum, subject, or livelihood of Christian learning, in the midst of the postmodern wave. The aim is to explore postmodernist ideas in Christian education that are non-totalitarian, acknowledge the non-homogeneity of truth, and allow for diversity and freedom of thought. This research method prioritizes postmodernist thinking and culture in Christian religious education through a literature study. Secondary sources are taken from journal references (Scopus and Sinta) and several dissertations related to Christian education. The main sources for analysis are books by Karl Henri Nouwen, Franz-Magnis Suseno, Polanyi, and Jean-François Lyotard. The language used is clear, objective, and value-neutral, with a formal register and precise word choice. The logical structure ensures a clear and concise flow of information with causal connections between statements. The text is free from grammatical errors, spelling mistakes, and punctuation errors. The text adheres to conventional structure and formatting features, with consistent citation and footnote style. No changes in content have been made. The results indicate that postmodernism, which rejects grand narratives and totalitarianism, as well as the omission of imperialism in Christian education, plays a role in the form of a living culture in Central Kalimantan. This culture emphasizes the balance of life, respect for creation, and the ritualistic and spiritual sacredness of religion, which are reflected in education, including Christian education

Students’ Grammatical Mistakes on the Use of Language Features in Composing Narrative Text

A narrative text with several grammatical and linguistic aspects is one of the texts learned in senior high school. In fact, according to the researcher's prior observation, students faced numerous challenges when attempting to write it, especially grammatical mistakes in using language features. This study aims to detect grammatical errors in the utilization of language elements in narrative texts produced by students, as well as to determine the underlying reasons contributing to these errors. The recent research employed a descriptive qualitative methodology. Eight of the eleventh-grade students studying Online Business and Marketing major in SMK Negeri 1 Kota Sorong have been selected as the participants in this research. Due to the COVID-19 pandemic situation which restricted social interactions, only those students than could be reached out to gather data. The data was derived from a writing exam and a semi-structured interview. Upon analyzing the student's writing, it was discovered that they made errors in utilizing the simple past tense and action verbs. Simultaneously, the interview data indicated that the causes contributing to grammatical errors in using language features in this study were limitations, lack of attention, and carelessness. This research finding implied that the teacher must identify the most effective technique to engage the student's attention and enable them to concentrate on acquiring language skills for future use in creating narrative texts.

Movies as Tools for Enhancing ESL Learning: Insights into Students’ Emotions and Experiences

Numerous studies have reported that ESL students often struggle with poor motivation, low self-confidence, and high levels of anxiety. Watching movies has a strong potential to ignite these students’ interest in learning English, thereby enhancing their language learning journey. However, integrating movies into language learning is only effective if it positively impacts students’ anxiety, motivation and self-confidence. This study explores university students’ emotional factors along with their experiences to determine whether movies enhance their language learning. An online questionnaire via Google Forms was distributed to 76 participants, including 43 students from the LG241 program (Malay Language for Professional Communication) and 33 from the LG242 program (Arabic Language for Professional Communication) at Universiti Teknologi MARA (UiTM) Shah Alam. Data were extracted and analysed using SPPS version 29 via descriptive statistics. Results showed that movies created a calm and non-intimidating learning atmosphere, fostering increased self-motivation and self-esteem while reducing anxiety. Students also reported improved language skills, as movies provided real-life examples of English usage and immersive learning environments. This study demonstrates that integrating movies into English lessons can improve students’ emotions and experiences, making language learning more effective. Collecting ESL students’ feedback on using movies for language learning helps educators identify areas for improvement. By incorporating students’ perspectives, educators can develop more effective teaching methods, ultimately enhancing the learning experience through unconventional means.

Enhancing Machine-Translated Tourism Texts: Post-Editing Practices of Indonesian Students

This study investigates practices among students majoring in the English Education Study program at Universitas Muhammadiyah Sumatera Utara Indonesia in post-editing machine-translated tourism texts. Utilizing a descriptive qualitative approach, we analyzed the post-editing practices of these students. The texts postedited were authentic Indonesian tourism texts sourced from lonely planet website. The findings revealed machine translation errors in three main areas: lexico-semantic errors, grammatical errors, and syntactic errors. Lexico-semantic errors often involved incorrect word choices and mistranslations of nuanced terms. Grammatical errors were prevalent in the misuse of tense, agreement, and article usage. Syntactic errors included improper sentence structure and word order, leading to awkward or unclear translations. As a result of these errors, it was observed that students did some corrections to polish the machine translated text, from the most dominant type of correction to the least dominant, including correcting lexical choices, correcting word form, correcting word order, omissions, additions and deleting. It is recommended that future studies involve more diverse participants with different text types so as to generate a more comprehensive finding.

The Accuracy and Consistency of Machine Translation Engines: Case Study of Translating Economic & Statistical Texts from English into Arabic

Objectives: This study assesses the precision and consistency of the Google Translate engine and tool in translating statistical and economic texts from English into Arabic. Methods: The descriptive analytical approach was employed in this project, and the study sample consists of five texts extracted from statistical and economic research. Results: The study revealed that the Google translation tool faced numerous challenges and contained lexical, grammatical, and consistency errors. Besides, a grand challenge might arise from the idioms and abbreviations, as Google Translate would use word-for-word translation and render them inaccurate meaning. In some cases, the abbreviations in the source text (ST) would be displayed as they are in the target text (TT), In other cases, Google Translate would do a deep search to render their meanings in the TT. Further, Google Translate has a significant problem rendering technical and specialized terms into the TT, and in some cases, it doesn’t consider the contexts and has a lexical choice challenge. Finally, Google Translate renders some terms with different meanings within the same text. Conclusions: Idioms and abbreviations present a grand challenge, as Google Translate would use word-for-word translation and render them in an inaccurate meaning. In some cases, the abbreviations in the ST are rendered as they are in the TT, and in other cases, Google Translate would do a deep search to render their meanings in the TT.

AN INTEGRATION OF LABOV'S NARRATIVE ANALYSIS MODEL TO CONTINUATION WRITING INSTRUCTIONAL DESIGN

The modern Chinese educational framework increasingly prioritizes critical thinking, creativity, and practical communication skills, recognizing writing as fundamental beyond test performance. Continuation writing, which involves extending a given story, requires students to deeply understand the original text and develop coherent, stylistically consistent continuations. Traditional product-oriented writing instruction separates reading from writing, focusing on the final product and using scores to assess rather than instructing on revisions. This approach tends to lead to student disinterest and passive attitudes towards writing, with compositions revised only for grammatical errors instead of cohesive and coherent content organization. This study highlighted the development of a continuation writing instruction based on Labov's Narrative Analysis Model, guided by sociocultural theory. We implemented the model with 30 senior high school students in Heilongjiang province, China, and collected data to assess the students' needs in terms of complexity, accuracy, and fluency (CAF). The results indicated students' needs in four areas: understanding the article's theme and structure, extracting critical information, organizing and planning, and enhancing style and creativity. Pedagogically, the study offers valuable insights for teachers and students. Teachers gain guidance on integrating Labov's model to nurture students' narrative competence and writing proficiency. Students benefit from a better understanding of their continued writing needs.

RuGECToR: Rule-Based Neural Network Model for Russian Language Grammatical Error Correction

RuGECToR: Rule-Based Neural Network Model for Russian Language Grammatical Error Correction

The Morphological Study of Colour Terms in Nigerian English

The paper investigates the nature of morphological processes of colour terms among the users of English in Nigeria and their syntactic usages using a multi-dimensional approach in data gathering. The data was drawn from one hundred subjects across ten ethnic groups, including Hausa, Igbo and Yoruba as well as fifteen textual materials written in English by Nigerian scholars. The paper adopts a cognitive linguistic multidimensional framework. The paper reveals that the colour systems and usages among Nigerians contrast with the system within the native speakers of the language. For instance "fresh leave green", "pale blue", "blood red", "yolk yellow", "black black", "dark so and so", "charcoal", "flesh", , "dirty green", "dudu" and so on are formed through several morphological processes such as coining, clipping, blending, borrowing, compounding, reduplication and affixation as well as usage in various syntactic operations as in nominals and adjectives: "The shirt is dark so and so." and "The yellows ran out of the scorching sun." which serves as adjective and nominal plural respectively. Hence the paper concludes that morphology and syntax of most colours in Nigerian context have been influenced by many indigenous languages in the country. Hence, the hierarchy of the basic colours violates the Berlin and Kay"s evolutionary sequence and Kay and Maffi"s Trajectory model of Colour terms within the circle of the native speakers of English.

POPULARITY OF SHENG TO THE GRAMMATICAL ACCURACY OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KENYA

Sheng, a hybrid language combining English, Swahili, and local dialects, is widely used among urban youths, particularly school-going students. This language serves as a means of identification, secrecy, and socialization, influencing the students' English grammar usage. While numerous studies have explored the effect of Sheng on native and official languages as well as societal perceptions, there has been limited research on its influence on the learning of English grammar in public secondary schools. Therefore, this paper focuses on the contributing factors to the widespread use of Sheng and subsequent poor performance of English grammar, in public secondary schools at Roysambu Sub-County in Nairobi County, Kenya. Universal Grammar Theory of Second Language Learning by Chomsky (1985) is used as an analytical tool. The research aims to determine how the popularity of Sheng influences students' grammatical usage in English, examine its effect on grammar performance, and evaluate its contribution to poor grammatical competence among learners in public secondary schools. The findings reveal that school location and student’s social background lead to the spread of sheng in the learning institution. This leads to a negative attitude towards English grammar hence poor performance. The findings hold significance for the Ministry of Education and public secondary principals in identifying causes of the widespread use of Sheng in learning institutions, leading to poor performance in English grammar. Additionally, the findings provide a foundation for future studies and inform curriculum developers in devising strategies to address the prevalent usage of Sheng in learning institutions. KEYWORDS: Sheng, English grammar, secondary school, grammatical competence

Affordances, challenges, and possibilities of Hallyu in the classroom: Korean language instructors’ perspectives

ABSTRACT The intense popularity of Korean pop culture, known as Hallyu, which has increased interest in Korean language learning, is just one example of a pop-culture-driven globalising language. In the wake of such globalisation, language instructors must be responsive to the evolving needs of their learners, but few studies address how language instructors respond to such changes. Through a qualitative, thematic analysis of in-depth interviews with six language instructors of Korean, this study investigates how the globalisation of Korean media and cultural products has impacted these language instructors’ teaching contexts as well as their responses to these changes. While Hallyu can serve as a motivational tool in the classroom, instructor perspectives underscore challenges in incorporating such content. Specifically, concerns about cultural and linguistic authenticity and tensions between heritage and non-heritage learners in relation to Hallyu’s impact on the language classroom emerged from the data. We draw on these findings to put forth actionable recommendations and strategies that address prevalent pedagogical issues of fostering engaging, effective, and inclusive language instruction.

Exploring the use of grammarly in assessing English academic writing

This study explores the extent to which Grammarly can be a reliable assessment tool for academic English writing. Ten articles published in high-status scholarly Q.1 journals and written by specialist English native speakers were used to evaluate the accuracy of Grammarly's flagged issues. The results showed that Grammarly tends to over-flag many issues resulting in many false positives; besides, it does not take into consideration optional usage in English. The study concluded that although Grammarly can identify many ambiguous instances of language use that writers would do well to review and consider for revision, it does not seem to be a reliable tool for assessing academic written English.

Grammatical Errors in Indonesian Journal: A Case of Nursing Research Article Abstracts

Grammatical Errors in Indonesian Journal: A Case of Nursing Research Article Abstracts