Writing Errors Research Articles

“Instructing” the Cruxes of Language Errors: Diagnosing the EFL Students’ Significant Translation Errors

The study follows growing the author’s concern over the EFL students’ significant translation errors although a number of researches in the field of Error Analysis showed the equivalent/unchanged results, namely, MT and TL interferences were the major causes of the EFL students’ Writing and Translation errors. EFL students keep making errors. On the basis of the facts, the study aims at specifically instructing the cruxes of the errors, diagnosing the students’ errors and observing whether or not significant improvements were found after instructing the errors. This study entailed the use of a qualitative method design. The purposive sampling and typical sample technique were ways of selecting the population and sample. Observation and unstructured interviews were techniques of collecting the data while the 1973 Corder’s clinical elicitation; and Miles and Huberman’s flow model were techniques of analysing the data. The results of the study showed that the significant translation errors made by the 2nd-year ED class II-A students before instructing the cruxes of errors were heavily centred on MT causes, TL interferences, and Communication Strategy of Holistic strategy of Approximation and Analytical strategy of Circumlocution-based errors. The total number of these errors was 1,948. In contrast, after instructing them, it significantly decreased to 636. The decrease in the number of errors in the students’ translation positively signified that the instruction of the cruxes of the errors could deduct students’ critical English language issues from making errors. The instruction in the cruxes of the errors effectively mitigates the significant effects of the MT and TL interferences, and Communication strategy-based errors; significantly improves the students’ knowledge of the cruxes of the LLU errors in Translation, as well as qualifies the outputs of their Indonesian-English translation.

AWARE: Adaptive Way Allocation for Reconfigurable ECCs to Protect Write Errors in STT-RAM Caches

Spin-Transfer Torque Random Access Memories (STT-RAMs) are a promising alternative to SRAMs in on-chip caches. STT-RAMs face with a high error rate in write operations due to stochastic switching. To alleviate this problem, Error-Correcting Codes (ECCs) are commonly used, which results in a significant area and energy consumption overhead. This paper proposes an efficient technique, so-called Adaptive Way Allocation for Reconfigurable ECCs (AWARE), to correct write errors in STT-RAM caches. AWARE exploits the asymmetric error rate in cell switching directions, which leads to data-dependent write error rates, to reduce the ECC overheads without compromising the reliability of the cache. To this end, instead of protecting all cache lines using strong ECCs, AWARE employs a simple ECC that guarantees a given reliability level for the majority of writes. Meanwhile, when a data block with high error rate is written, one way in the target set is adaptively configured to store the check bits of a strong ECC for this block. The evaluation results show that, compared with conventional ECCs, AWARE reduces the ECC area by about 81.2 percent and the cache energy consumption by about 9.5 percent. These reductions are achieved by imposing less than 1 percent performance overhead and without compromising the reliability.

A Study of English Language Syntactical Errors Committed by Pakistani Higher Secondary Science Students

This study aimed to identify syntactical errors, find out the frequency of these errors and identify the causes of these syntactical errors in the writing of intermediate science students. Data was collected in the form of 12 written samples from intermediate students from two public sector colleges. The findings revealed that the most frequently committed error was punctuation error. On the other hand, the lowest committed errors were run-on sentences, object missing, and fragments errors. It was also found that the students committed a total of 232 errors. The syntactical errors identified in the corpus were: subject-verb agreement errors, word form errors, word order errors, object missing, run-on sentences, orthographic errors, fragments, punctuation errors, article errors, preposition errors and conjunction errors. Although both interlanguage and intralanguage influences were found to be causing syntactical errors, intralanguage errors were more prevalent compared to interlanguage errors in participants' writings.

The Most Frequent Errors in Academic Writing: A Case of EFL Undergraduate Arab Students in Israel

The current study examined the most common types of academic writing errors and the causes of such errors made by 44 tertiary EFL Arab-Israeli students. A methodological triangulation was employed in this research. Results and analyses of errors in the written samples revealed that students made a substantial number of errors in both rating scales. In the generic writing performance scale (the qualitative method), 75% of students’ written samples rated poor, and the error frequency rating scale (the quantitative method) showed that the students made 2965 errors, which is a notably large number in proportion to the essay length. The researchers have also inferred that the principal reason for such errors is the triglossic nature of Arabic in Israel. The novelty of this research is that such triglossic nature of Arab-Israelis’ language has not yet been investigated in the field. To this end, the results drawn will be utilised in future research as a platform for exploring effective teaching approaches that may enhance EFL students’ writing performance.

A Study on an Analysis of the Type of Chinese Character Writing Error Based on ‘乎’ and ‘平’

A Study on an Analysis of the Type of Chinese Character Writing Error Based on ‘乎’ and ‘平’

Assessing Chinese Students’ Writing Performance in an American University: The Relationship between Selected Written Errors, Teacher’s Feedback, and Learners’ Interlanguage Experiences

The study examined Chinese students’ writing performance through the lens of corrective feedback and learners’ interlanguage experiences. It concludes that coding on paper may work only on learners who pay much attention to teachers’ feedback. It is always the work of both students and teachers to improve the accuracy in English writing.

Interlingual Interfaces in Chinese Language Learning and Its Use: Exploring Language Transfer Errors in Chinese Writing

Adopting Dulay, Burt and Krashen (1982), James (1998) and Zheng and Park (2013) 's system of error classification, this study investigates L1 transfer errors from English to Chinese based on Chinese translation texts written by intermediate-level American university students. These errors were identified and co-coded using the NVivo qualitative text analysis software program. For example, 在白天做健康的东西[事情] (do healthy things in the day.). It is coded under the subcategories of noun and misformation. Using obtained data, the NVivo program presents the frequency of error types and their attributes. The findings contribute to both theoretical and pedagogical issues by focusing on error types common to Chinese L2 learners and typically manifested in Chinese written production due to influences from English. Finally, this study sheds light on implications for instruction on different types of errors in classroom and on intercultural ambiguity.

A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

Prescription Writing Errors in Clinical Clerkship among Medical Students

Prescription is an instruction written by a medical practitioner to give a drug or device for a patient. The proper prescription will contribute to speedy recovery or healing process for the patient. Clinical clerkship must have an excellent competency to choose the right medication and prescribe the appropriate drugs or therapy. This study aims to analyze the common error in prescription's writing in clinical clerkship among medical students at their final examination to be a medical doctor. This study used the analytic method to 609 sheets of prescription from 180 clerkship students in their last try out on objective structured clinical examination (OSCE) at the Faculty of Medicine Universitas Islam Bandung in March 2018. Analyzed the component that every prescription should have, which consists of patient identity, superscription, inscription, subscription, and signatures. The result showed that more than half of the clerkship students made an error in subscription (50.25%) and signatures items (55.83%), while most of them had written down properly the patient identity (77.5%), superscription (83.74%), and inscription (78.98%). As a result, with more than half error in a prescription written in subscription and signature item, the failure of giving adequate therapy will cause a low recovery or healing process to the patients. Moreover, it may harm or cause death to the patients. In conclusion, more than half of medical students made common errors in prescription's writing. KESALAHAN PENULISAN RESEP PADA MAHASISWA KOASISTENSI FAKULTAS KEDOKTERANResep merupakan instruksi yang ditulis oleh tenaga medis untuk memberikan obat atau seperangkat alat kepada pasien. Peresepan yang tepat akan membawa proses pemulihan dan penyembuhan terhadap pasien. Mahasiswa kedokteran yang menjalankan masa koasisten harus memiliki kompetensi yang baik untuk memilih dan menuliskan terapi yang sesuai. Penelitian ini bertujuan menganalisis kesalahan umum dalam penulisan resep pada mahasiswa kedokteran yang akan menghadapi ujian akhir untuk menjadi seorang dokter. Penelitian ini menggunakan metode analitik terhadap 609 lembar resep dari 180 mahasiswa kedokteran yang sedang melaksanakan try out akhir objective structured clinical examination (OSCE) di Fakultas Kedokteran Universitas Islam Bandung pada Maret 2018. Dianalisis setiap komponen yang harus ada dalam penulisan resep, yaitu identitas pasien, superskripsi, inskripsi, subskripsi, dan signature. Hasil penelitian menunjukkan bahwa lebih dari setengah mahasiswa melakukan kesalahan pada item subskripsi (50,25%) dan signature (55,83%), sedangkan sebagian besar sudah menulis dengan baik pada item identitas pasien (77,5%), superskripsi (83,74%), dan inskripsi (78,98%). Akibatnya, dengan lebih dari setengah jumlah kesalahan dalam penulisan item subskripsi dan signature maka kegagalan dalam memberikan terapi yang adekuat dapat menyebabkan angka kesembuhan yang rendah, terlebih lagi dapat menimbulkan bahaya bahkan kematian terhadap pasien. Simpulan, lebih dari setengah mahasiswa kedokteran melakukan kesalahan umum dalam penulisan resep.

An Analysis of Semantic Errors in Iraqi EFL Learners' Writings

This study aims at presenting a comprehensive taxonomy capable of accounting for Iraqi EFL students’ semantic errors. It examines the types of these errors produced by third-year Iraqi EFL students in English Dep. in Education college for Human Science at Thi-Qar University. The recent study aims to classify and quantify the types of semantic errors made by Iraqi EFL students .Also it attempts to indicate the possible causes of these errors. The first hypothesis of this study is the most Iraqi EFL students fall in the errors of confusion of sense relations. The second hypothesis is that the minimal or incomplete knowledge of Iraqi EFL students for English diction is the main factor to fall in many types of semantic errors . The results of the analysis of ninety-four essays collected from Ninety-four students in class are analyzed and statistically indicated .The findings indicate that confusion of sense relations errors were more common than stylistic ones; 65.89% compared with 14.05%. The researcher also discusses the pedagogical implications for the teaching of vocabulary for foreign language learners.

Evaluation of Errors in Prescription Writing: A Cross-Sectional Study at Community Pharmacies and Tertiary Care Hospitals of Lahore, Pakistan

Background: Prescription errors often lead to mishaps around healthcare facility that often end up with adverse drug reactions and even some cases death Being in a healthcare facility the patient should have full confidence in the health care providers and not have to worry about minor mistakes leading to a possible lethal one.
 Aim and objective: The aims and objectives of our study is to evaluate the prescription writing errors in different community pharmacies and tertiary care hospitals also to assess the knowledge of patients regarding their disease and treatment.
 Bangladesh Journal of Medical Science Vol.18(2) 2019 p.260-266

Common Writing Errors Among EFL Students at Dhofar University in Oman: An Analytical Study

The present study aims to analyze the common writing errors made by EFL students at Dhofar University in the Sultanate of Oman. The study included 93 first-year students enrolled in a university requirement course. The students’ written English essays were collected to carry out the analysis. A number of errors in the students’ essays are identified and classified into various types. The results of the analysis of the students’ writing samples show that the common errors of EFL students at Dhofar University are basically related to spelling and grammar. Spelling and grammatical errors are classified into different types, with a frequency count for each type of error. Grammatical errors account for the biggest number of errors which are distributed on eight different types. These types are listed in order based on their frequency as follows: (1) verb tense and form, (2) plurality (3) subject-verb agreement (4) prepositions (5) part-of-speech (6) word order (7) articles (8) adjective form. Spelling errors, on the other hand, are classified into four types which are listed in order as follows: (1) omission (2) substitution (3) insertion (4) transposition. Based on these results, a number of recommendations for treatment of writing errors are suggested.

Omission: Common Simple Present Tense Errors in Students' Writing of Descriptive Text

This research is aimed to determine and to describe the errors in using simple present tenses in writing descriptive texts made by students, especially in the class D of sixth semester of English Education Department at IAIN Palopo. The data were obtained by conducting a test and using a checklist. Then, the writing products were analyzed using Surface Strategy Taxonomy by Dulay (1982). The result of this research was presented descriptively. From the result, the omission errors were found as the highest of occurrence, which was about 47,05% which revealed that in the class D of sixth semester in English Education Department at IAIN Palopo, still made errors in using simple present tense in writing descriptive text. The errors that are mostly made by students were errors of omission. It is in line with Dulay (1982) which stated that errors of omission are found in greater abundance during the early stages of second language acquisition.

모국어에 따른 KFL 초급 학습자 한국어 쓰기 오류 비교 연구

모국어에 따른 KFL 초급 학습자 한국어 쓰기 오류 비교 연구

Errors in Writing of Recount Text from Indonesian into English by the Eighth Grade Students of SMP Negeri 4 Kupang Timur in the Academic Year 2016-2017

Errors in Writing of Recount Text from Indonesian into English by the Eighth Grade Students of SMP Negeri 4 Kupang Timur in the Academic Year 2016-2017

Journal Writing Errors of Senior High School Students

Journal Writing Errors of Senior High School Students

Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students

Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students

The Impact of Focused Mini Grammar Lessons on Iranian EFL Learners’ Most Frequent Grammatical Errors in Writing

Corrective feedback (CF) is still a controversial issue among researchers. The present study took a new approach and investigated the effect of CF in the form of focused mini-grammar lessons with self-study materials in a group of 24 Iranian EFL learners at an Iranian language institute. The learners were randomly assigned into experimental and control groups; each class consisting of 12 male intermediate students aged between 14 and 17 years participated in the study for two and a half months All the participants produced 200-250 word writing samples in three pre-tests on pre-determined topics based on which their three most recurring grammatical errors were identified. Next, the learners in the experimental group received nine sessions of the treatment on their faulty structures. Both groups took part in three post-tests, and wrote on the same topics the results of which were assessed by two raters. Descriptive statistics revealed improvement of the experimental group; also inferential analysis of the data indicated significant progress resulting from CF contrary to some opposing suggestions in the literature.

Identification of Common EFL Errors in Writings of Kosovar Freshmen

This descriptive study aims to identify the most common English language errors committed by EFL freshmen of the second largest university in Kosova. Data was collected from a corpus of hand-written essays from 210 freshmen in English Language and Literature Department at University of Prizren during the winter semester of 2016/2017 academic year. Data was analyzed using frequency count and percentage distribution. Findings of the study revealed that faulty use of prepositions and present simple tense made up almost half of the total number of errors committed.

An Analysis of Errors in Online English Writing made by Thai EFL Authors

English writing produced by Thai EFL authors inevitably contains errors of various types. Errors can lead to not only wrong interpretations but also unfavorable criticism. This study is an endeavor to examine errors of English writing made by Thai EFL authors on the Tourism Authority of Thailand Website and to suggest revisions to each error found. To do this, the information on tourist destinations in five provinces in the lower north of Thailand, namely, Phitsanulok, Sukhothai, Phetchabun, Uttaradit, and Tak, was collected. The gathered data consisted of 230 pieces of the information which contained 2,559 sentences. The data were analyzed by applying the framework of Dulay, Burt, & Krashen’s surface structure taxonomy (1982). The results revealed that almost half of all the considered sentences (44.78%) contained errors. Based on the framework, errors of omission were found to be the most frequent, followed by those of misformation, addition, and misordering, respectively. Interestingly, the results also showed that the mechanical errors, not in the list of the framework, occurred with the highest frequency. Based upon research findings, online English writing made by Thai EFL authors need more proofreading, especially on the types of errors committed at the highest frequency according to or beyond the framework. However, in focusing on high frequency errors, it is to be noted that miscellaneous occurred the least yet should not be ignored in the correcting process.