Errors In Word Choice Research Articles

Analysis of Word Choice Errors in Saudi EFL Students’ Spoken Language

The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones. According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.

Grammatical Error Correction: A Survey of the State of the Art

Abstract Grammatical Error Correction (GEC) is the task of automatically detecting and correcting errors in text. The task not only includes the correction of grammatical errors, such as missing prepositions and mismatched subject–verb agreement, but also orthographic and semantic errors, such as misspellings and word choice errors, respectively. The field has seen significant progress in the last decade, motivated in part by a series of five shared tasks, which drove the development of rule-based methods, statistical classifiers, statistical machine translation, and finally neural machine translation systems, which represent the current dominant state of the art. In this survey paper, we condense the field into a single article and first outline some of the linguistic challenges of the task, introduce the most popular datasets that are available to researchers (for both English and other languages), and summarize the various methods and techniques that have been developed with a particular focus on artificial error generation. We next describe the many different approaches to evaluation as well as concerns surrounding metric reliability, especially in relation to subjective human judgments, before concluding with an overview of recent progress and suggestions for future work and remaining challenges.We hope that this survey will serve as a comprehensive resource for researchers who are new to the field or who want to be kept apprised of recent developments.

Analysis Of Student Error In Writing Descriptive Text

This research aims to analyze the errors made by students in writing descriptive texts. The study employed a descriptive qualitative research method and involved 12 students from the Department of English Education at UINSU as research participants. Data was collected through documentation, specifically gathering 12 descriptive texts written by the students. The results of the analysis indicate common errors in descriptive writing, with punctuation errors comprising the largest percentage at 33%. Students often struggle with proper punctuation usage, leading to unclear sentence structures. Word choice errors were the second most prevalent at 13%, reflecting challenges in selecting appropriate and accurate words for descriptions. Additional significant errors included word order (12%), tense agreement (12%), capitalization (6%), verb form (6%), verb tense (6%), and pronoun agreement (6%). Less common errors were observed in article usage (3%) and spelling mistakes (3%). These findings emphasize the areas that require attention and improvement for students to enhance their descriptive writing skills.

Establishing an Online Writing Center for Health Professions Education

Purpose: This study aimed to identify the commonly-used modules of Online Writing Centers worldwide to establish the first Online Writing Center in the context of health professions education in Iran. Design/methodology/approach: This observational study was conducted during 2019-2021. In the initial round of search, we identified 61 eligible OWCs whose websites comprised 14 common modules. Then, we searched the top universities according to 2021 Times Higher Education World University Ranking. We probed the modules of the writing centers of the included universities by using a Google form. We identified the modules repeatedly appearing on the websites of the writing centers, and then reviewed the content of each module in order to find a common label which could later be used for constructing our online writing center. Findings: Our final search yielded 26 universities with 22 common modules. The researchers came to a consensus about the modules to be included and the labels assigned to them. Finally, a website was created, and the modules were included. Value of paper: Online Writing Centers scaffold students by giving feedback on word choice errors and assist them in producing grammatically accurate texts. The Online Writing Centers being designed based on the findings of this study can assist many researchers who intend to publish their scientific findings in English.

Analysis of EFL students’ Errors in Writing at the Higher Teachers’ Training College of N’Djamena

This paper set to carry out an experimental study on ten students who were randomly selected and divided into two groups: control group (CG) and treatment group (TG). After being taught, the control group was asked to write a composition. The treatment group was also asked to write a composition on the same topic. This paper then compared their results. The findings in the study of the control group indicated that the most common errors committed by the learners were spelling errors which recorded the highest percentage with 24.24%, followed by word choice errors with 15.15%, and adjective related errors having 12.12%. Finally, this article indicates that the writing of learners of English as a foreign language was not free from errors even though they were appropriately taught.

ANALISIS KESALAHAAN EJAAN TERHADAP TEKS BERITA “BIKIN GAGAL GINJAL, ETILEN GLIKOL DI OBAT SIRUP TERNYATA ‘FAMILIAR’ DI MESIN” PADA MEDIA ONLINE DETIKOTO”

In online media, writing errors regarding language are often found. One of them is online media in the process of writing news texts sometimes in a hurry because it is based on a predetermined deadline. This error occurs because it violates two of the three terms of word selection, namely "true" and "right". This study aims to (1) describe the form of language errors in terms of the use of word choice and italics contained in the DetikOto online news text, (2) explain the form of errors and language corrections in terms of the use of word choice and italics that dominantly appear in news texts. online detikOto. This research uses a descriptive method. The data of this research are in the form of errors in words and sentences containing language errors in the DetikOto news text. Data collection techniques used are reading, marking errors, identifying, analyzing, and concluding. While the instrument in this study is the researcher himself and the instructions for errors and improvements. Furthermore, the note-taking technique is used to write down the problems in the reading. The note-taking technique used is to record words or sentences which are a form of language error in the field of spelling. After being analyzed and described based on the form of language errors in the field of spelling, errors in spelling in the news text include: 1. Word Choice Errors, 2. Acronym Errors, 3. Title Writing, 4. Italicized Writing. Then concluded from the improvement of the sentence.

Examining the difference in error detection when listening to native and non-native speakers.

As communication with non-native speakers becomes increasingly common, it is important to understand how foreign-accented speech might influence language processing. Non-native speech can require the listener to process errors, such as grammatical violations or unexpected word choices. The present study examines how listeners process different types of errors across native and non-native speakers. Using a self-paced listening task measuring reaction times to target words, 30 participants listened to sentences that contained either no-error, a grammatical error (e.g., "Do you wanting anything?"), or a contextual formal/informal word-choice error (e.g., "Do you require anything?" in an informal context). Participants responded more slowly while processing grammatical and word-choice errors compared with control sentences, especially when listening to non-native speech. This suggests that errors spoken by non-native speakers take longer to process, both in the case of grammatical errors and when contextually inappropriate words are used.

A Study on Word Choice Errors in EFL Writing at the Tertiary Level : The Impact of L1 and Cultural Background

A Study on Word Choice Errors in EFL Writing at the Tertiary Level : The Impact of L1 and Cultural Background

A Study on Word Choice Errors in EFL Writing at the Tertiary Level : The Impact of L1 and Cultural Background

A Study on Word Choice Errors in EFL Writing at the Tertiary Level : The Impact of L1 and Cultural Background

Kesalahan Berbahasa Indonesia pada Penulisan Media Luar Ruang di Kecamatan Mesuji Makmur

Facts on the ground show that there are still many mistakes in the practice of speaking Indonesian in the community. The Indonesian language errors in question include errors in the oral and written realms. In the realm of writing, Indonesian language errors are often found in outdoor media, such as posters and bulletin boards. This study aims to describe errors in Indonesian in writing outdoor media in Mesuji Makmur District. The research was conducted using a qualitative descriptive method. The data in this study are in the form of words, sentences, or discourses that are obtained directly in the field through various outdoor media, such as posters, bulletin boards, stretch cloth, and similar media in the Mesuji Makmur sub-district. As for analyzing the data, the following steps were used; (1) data reduction, (2) data presentation, (3) temporary conclusion drawing, and (4) verification. The results showed various forms of language errors were found in the writing of outdoor media in the Mesuji Makmur sub-district. The errors in question include; (1) spelling errors, (2) word choice errors, (3) morphological errors, and (4) errors in the use of prepositions

ANALISIS KESALAHAN BAHASA DALAM BIDANG MORFOLOGI PADA SURAT KABAR KOMPAS.COM (EDISI NOVEMBER-DESEMBER 2021)

The issue to be addressed in this study is the investigation of morphological language errors in the November-December 2021 edition of Kompas.com. Language errors are common in situations or professions that need consistency in language standards, particularly language usage, which prioritizes things other than communication as the end consequence of language practices. Morphology is the development of words according to their shape and meaning in expressions. According to the Great Indonesian Dictionary, newspapers are sheets of paper on which news organized into columns is printed daily or regularly. This research information comes from the newspaper Kompas.com. The data collection methods for this study are: (a) collecting the November-December 2021 edition of the Kompas.com newspaper, and (b) reading the November-December 2021 edition of the Kompas.com newspaper. The study found 81 data from 31 news articles. The investigation of language errors in morphology covers affix selection errors, word repetition errors, compound word compile errors, and word choice errors. This study concludes that word choice errors are more frequently reported.

The Undergraduate Students’ Difficulties in Writing Thesis Proposal

The purposes of this research were to find out the students’ difficulties in developing a paragraph and to understand the students’ difficulties in implementing the writing elements in writing their undergraduate thesis proposals. This research used the descriptive qualitative method. The instrument used in this research were interviews, documentation, and Oshima & Hogue’s Paragraph Rubric. The research subject was 7 eighth-semester students of UINSI Samarinda. The data were collected from the background of the study of the student’s undergraduate thesis proposals and analyzed with the Miles and Huberman Model. The result showed that the difficulties in developing a paragraph experienced by the students were related to too specific and too general topic sentences, poor supporting sentences, the absence of concluding sentences, inconsistent topic discussion, and inharmonic sentences. At the same time, the students’ difficulties shown in implementing the writing elements were found in the organization (the failure to run the sentences smoothly), vocabulary (informal phrases, redundancy, unclear word), grammar (singular and plural error, wrong word choice errors, missing word error, article error, subject-verb agreement error, fragment error, conjunction error, wrong word form error, wrong word order error, and preposition error), and mechanics (capitalization error, punctuation error, and spelling error). The causes of these problems were the interference of students’ native language and the lack of knowledge about the rules of the development of paragraph and writing elements.

An error analysis on EFL students' writing

This study attempts to analyze the grammatical errors in the writings of Indonesian EFL students through the Error Analysis (EA) approach. The subject of this research included the theses which are written by the university students of English Letters Department at one of the State University, Jakarta. The data sources were taken from chapter four, the conclusion, and the suggestion section from six students’ theses. In this study, the data collection was carried out through several steps: the authors collected data from students, identified grammatical errors, classified errors in students' thesis to determine the frequency of errors, and calculated the data into percentages. The results indicate that there are eleven types of errors commonly found in students’ writing. They are 5% errors of subject-verb and agreement, 2% errors in word order, 13% errors in preposition, 20% errors in article, 2% errors in plurality form, 19% errors in punctuation, 5% errors in auxiliary, 21% errors in unnecessary words, 5% errors in word choice, 5% errors in parallel structure, and 2% errors in redundancy. The writer observed 125 total errors. The errors are dominated in the form of punctuation, article, and unnecessary words types. The research unveils that students make common grammatical errors encouraged by the incapability to accomplish, recognize and understand the rules of the foreign language and its limitations, a little mastery of grammar and vocabulary.

Lexical Errors in English Students' Writing

This research analyzed lexical erros in writing of English students and focused on three types of errors; they were errors in literal translation, errors of word formation, and errors in word choice. This research aimed to explore the most frequent errors and the factors of errors made by English students. The design of this research was qualitative in which the data were colleted by using document in the form of students’ writings and interview. The informants of the research were thirty students majoring in English study program at Tadulako University. The result of this research showed that the most frequent errors made were in word choice and followed by errors in literal translation and errors in word formation. The factors causing the errors were students’ inability to consider the context of the topics when writing. They only focused on using dictionary, Google translate, or simply the words that they had in mind to express ideas in their writing. The students also never used words that were related to the topic in their daily interaction.

Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision

Although substantial evidence exists showing written corrective feedback (WCF) helps second language (L2) learners improve their writing accuracy, there is a paucity of research that has examined L2 writing accuracy in connection with both revision behavior and processing of WCF. Using a quasi-experimental research design, 44 learners from four Academic and Professional Writing courses were divided into two groups: individual processing (n = 20) and collaborative processing (n = 24). The participants completed four timed writing tasks and received indirect WCF from a course teacher that used different error codes to target nine error types. The participants processed the WCF individually or collaboratively before revising. Participants’ revision behavior (the number of errors successfully resolved, unresolved, and abandoned) and writing accuracy (total number of errors and total number of errors by error type) were analyzed and compared. The results showed the collaborative processing group’s performance in terms of resolved, unresolved, and abandoned errors was superior to the individual processing group. While both groups exhibited improvements in overall accuracy, the collaborative processing group produced fewer verb and word choice errors after collaboratively processing three rounds of WCF. The results are discussed in terms of the importance of L2 writing teachers’ pedagogical practices.

Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.

الأخطاء في ترجمة اللغة الإندونيسية إلى اللغة العربية

This study aims to determine and describe the errors and their causes that occur in the results of the translation carried out by students of the 2016 Arabic Language Education class. The data of this study were obtained from the results of the students' translation which were taken using written test techniques. After the translation results are obtained, the error identification, error classification and error reconstruction are carried out. The forms of errors that occur in the translation results of the students are word choice errors, word omission errors, word addition errors, rule errors, and word form errors. As for the causes of errors, there are two things that underlie the errors found, namely interlingual transfers and intralingual transfers.

A STUDY OF THE TRANSLATION OF GOOGLE TRANSLATE

ABSTRACT
 This study is intended to analyze errors made by Google Translate in translating Eliza Riley’s Return to Paradise short story. The method is qualitative descriptive. The data are collected by comparing the translation of Google Translate with that of a professional translator. The errors are analyzed based on Mossop’s revision parameters. The findings show that Google Translate failed to recognize idiomatic expressions which caused fatal errors in the target text; errors in word choice that caused word translated out of context; and illogical sentence at the target text caused by cultural difference. As a conclusion, Google Translate may be useful to help translate few words, phrase, and particular sentence in general, and also gives a general comprehension in translating text. However, it may not give an adequate result as a fine translation product.
 Keyword: google translate, error analysis, Mossop’s revision parameters

REFERENCE ERROR IN BOOK MANUSCRIPT FROM LIPI: HOW GOOD OUR SCIENTISTS ARE IN COMPOSING REFERENCES

Reference lists from 13 book manuscripts that were submitted to LIPI Press in 2018 written by the writers from LIPI were examined. In total, there were 879 reference list entries, and the accuracy of each citation was examined. The examination was conducted by firstly determining the type of error and reference style used for cross-checking. Afterwards, each entry was thoroughly checked for errors. Found errors were grouped into each type of error. The result, only 100 entries were error-free, and from the 779 entries that contain errors, 3,651 errors were found. The errors were categorized into 1,576 punctuation errors; 396 capitalization errors; 338 italicization errors, 206 spelling and word choice errors; 126 syntax errors; 642 spacing errors; 46 extraneous information errors; and 321 missing data errors. From that result, error rate of 4.15 was achieved. This paper concluded that the overall huge error rate found shows the negligence of the writers in composing references.

AN ANALYSIS OF THE STUDENTS’ WRITING ERROR IN REPORT TEXT

This research purposed to measure the students’writing errors in report text so that it can find the kinds of errors that faced by the students in the writing of report text. The subject of this research were the students of grade X at SMA Negeri 1 Sei. Balai in academic year of 2015/2016. The population of the research were 105 students in three classes while the sample were 27 students. This research was conducted in descriptive research and the method in taking the sample was random sampling. The instruments for this researchwere observation and interview. The result of this study was that most students did errors in the word form. 11 students did errors in their construction in word form in writing report text and then followed by the errors in word choice. 10 students did errors in their word choice. Next, followed by error in punctuation. 9 students did error in the punctuation. It is suggested in teaching writing especially in writing report text, the teacher should put a serious intention in the part of word choice, word form, and also punctuation since these instruments are the most troublesome parts in this study of the students’ writing error