ANALYZING GRAMMATICAL ERRORS IN EFL STUDENTS' OPINION ESSAYS USING DEEPSEEK AI: PATTERNS AND PEDAGOGICAL IMPLICATIONS

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.

<p><em>Writing is a skill that requires organizing ideas into clear sentences and paragraphs, relying on a strong understanding of grammar for effective communication. However, the researcher revealed that the ninth-grade students of SMP Islam Al-Azhar 48 Samarinda frequently struggle with recounting text writing, particularly with verb tense, subject-verb agreement, and singular/plural forms. Therefore, this study aims to find out the grammatical errors in the ninth-grade students’ recount texts writing. The researcher used a qualitative approach to identify grammatical errors in recount texts written by ninth-grade students at SMP Islam Al-Azhar 48 Samarinda. Data consisted of texts collected from the students' recount writings, which were then analyzed using Oshima and Hogue's theory. The subjects were selected through purposive sampling, involving 15 ninth graders who were likely to achieve excellent English scores, with further information gathered from questioning the English teachers. The results revealed the common errors in the recount texts written by the students, including missing words, verb tense, subject-verb agreement, singular/plural forms, unnecessary words, wrong word forms, wrong word order, comma splices, fragments, and errors in prepositions, conjunctions, and articles. While students demonstrated a grasp of basic English writing rules, they still exhibited various errors, primarily due to interference from their native language and the overgeneralization of grammar rules. </em></p>

The purpose of this study is to examine the language error in student’s descriptive paragraph writing of the third semester students of English Department University of Muhammadiyah Banjarmasin. This study focused mainly on sentences because the researcher found that errors in EFL students’ sentences contruction may lead to miscommunication. Ten pieces of descriptive paragraph writing were collected and analyzed. The results showed that the most frequently committed errors were article, to be, word order, subject-verb agreement, spelling and grammar. It is suggested that the students study more in how to develop a sentence in English to avoid error in writing. This research also implies that explicit feedback on students’ writing errors is genuinely needed.

Integrating corpus-based analyses with instructed SLA, this study explores how lexical bundles can be used to teach prepositions to EFL learners. It first identifies lexical bundles occurring most frequently with preposition errors in a learner corpus of L1-Korean high school student writing. It then uses the 10 identified bundles to compare three different types of instructional treatment: one hundred L1-Korean high school EFL students received either implicit instruction (teaching each bundle as a unit with no emphasis on embedded prepositions) or one of two types of explicit instruction (focusing on embedded prepositions with or without input enhancement). The explicit-instruction-with-input-enhancement group showed the greatest improvement, followed closely by the implicit-instruction group; the other explicit group showed the least improvement. These results suggest that textual enhancement can facilitate L2 preposition acquisition and that recurrent sequences such as lexical bundles can serve as a useful pedagogical means to teach linguistic forms.

This study explored students voice on the value of the NET (native English teacher) feedback in EFL students’ collaborative essay writing. The NET feedback included video feedback and e-written feedback. A total of 43 EFL students volunteered to participate in this study. They completed two collaborative essays in the international EFL writing project in the COVID-19 emergency remote teaching semester. Students’ final reflections on the NET feedback were analyzed using content analysis to obtain the results. The findings showed that both video and e-written feedback was beneficial for all the participants in their essay writing improvement. The students in the video feedback group reported that their Chinglish expressions, lack of reading authentic materials, and run-on sentences were top 3 concerns in the NET feedback. The students in the e-written feedback group reported that grammar error, run-on sentences, and improving academic writing were top 3 concerns in the NET feedback. These findings help language teachers understand different feedback designs and consider the pros and cons of different feedback modes. The pedagogical implications of using formative feedback during the writing process in EFL teaching are provided.

International English Language Testing System (IELTS) is one of the widely accepted test designed to measure English proficiency of non-native speakers. It covers all four skills. The non-native speakers commit different errors as no one has got mastery over that language. Therefore, this article presents the errors committed by IELTS students in Essay Writing Task II in terms of grammar (article, and preposition) and mechanics. This study was based on primary and secondary sources of data. The sample population of the study consisted of eighty students studying in four purposively selected A, B, C and D consultancies of Banepa Municipality, Kavre. It was a survey research. The required data were collected by providing question of an opinion essay to the students. The students were taken mock test to collect the authentic data. The collected data were analyzed and interpreted statistically and descriptively. From the research, it was found that the total errors committed by the students were 611. The students committed 74 errors in article,62 errors in preposition and 475 errors in mechanics. It seems that the students made the highest number of errors in mechanics and lowest number of errors in preposition. It is apparent that the students were better in grammar and weak in mechanics.

<p class="Body"><em>This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.</em></p><p class="Body"><em><br /></em></p>

This study aims at investigating and classifying the syntactical errors in the writing of report text made by 20 students of Department of English Literature of FIB-USU. Syntactical errors in writing made by EFL students are needed to be investigated by using the Error Analysis theory developed by Gass & Selinker in 2008 as it provides six appropriate investigation procedures, namely; collecting data, identifying errors, classifying errors, quantifying errors, analyzing errors and remediation. Each of students was assigned to write a topic-based report text with the length of 150 up to 250 words in count. This study dealt with a qualitative descriptive approach. After the EA procedures applied, in this study found that the students made major syntactical errors within the use of article ‘a/an’,’ the’ in terms of omission and addition of articles, the use of relative pronoun, and the use of subject-verb agreement in terms of past tense agreement and number agreement. Based on the error analysis procedure applied, it was obtained that the most predominant syntactical errors made by the students was the use of article which comprises of 125 errors (50.2%), followed by the use of subject-verb agreement with 117 errors (47%) and followed by the use of relative pronoun as the least error which comprises of 7 errors (2.8%). The syntactical error made by the students caused by two major sources, intra-language error and intra-language error. By seeing at these problematic areas, the researcher has suggested to take out several related pedagogical remediation to the students.

This paper aims to find out the effectiveness of integrated teaching programs and their benefits of tackling grammatical issues of EFL students. Grammar issues have become an unavoidable concern for language instructors. It unlocks teachers’ views, attitudes and perceptions about integrated teaching programs and language complexities in production and reception by EFL students. Grammar increases vocational strengths through using appropriate structures. It has been unfolded that instructors have indicated the usefulness of integrated teaching programs to tackle students’ structural problems. Instructors concluded that the emergence of issues related to grammar could be explained through integrated programs based on their experience and knowledge. A questionnaire has been used to get instructors’ views and attitudes about integrated teaching programs. The research revealed that integrated teaching programs [IETPS] are helpful to decrease learners’ grammar issues. Investigating instructors’ experiences and doing interactions with EFL students in classes, teachers negotiated and reflected positive views about tackling grammar issues.

<p>The purpose of this study is to find practical implications for improving academic writing curriculum design by exploring lexical and grammatical errors produced by EFL learners in a vocational institution in Taiwan. To satisfy this purpose, a small learner corpus was compiled in this study. The data were obtained from 58 undergraduate students of a public vocational university from September 2012 to June 2013 in Taiwan. There are 112 essays in the corpus that include 34,426 tokens. Learner errors were annotated based on the error categories found in (Dagneaux et al, 1996). Transfer errors and intralingual errors were analyzed. Lexical Tutor and AntConc software were used to conduct the analyses. Lexical errors, including incorrect word choices, misspellings, and word insertions, deletions or replacements occurred primarily due to students’ insufficient mastery of vocabulary. The top three grammatical errors were verb forms, article errors, and preposition errors. Based on the research results, pedagogical implications that focus on teaching EAP writing to vocational university students in Taiwan are discussed.</p>

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.

Subject-verb agreement is a computation that is often difficult to execute perfectly in the first language (L1) and even more difficult to produce skillfully in a second language (L2). In this study, we examined the way in which bilingual speakers complete sentence fragments in a manner that reflects access to both grammatical and conceptual number. In two experiments, we show that bilingual speakers are sensitive to both grammatical and conceptual number in the L1 and grammatical number agreement in the L2. However, only highly proficient bilinguals are also sensitive to conceptual number in the L2. The results suggest that the extent to which speakers are able to exploit conceptual information during speech planning depends on the level of language proficiency.

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.

The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.

This study addresses EFL students' challenges at a state university in Mataram, Indonesia, in constructing passive voices in the present and past tense. This study was focused on verb tense changes, subject-verb agreement, pronoun usage, and appropriate use of "by" in passive voice constructions. It also aims to explore the causes of these issues and offers insights into potential solutions. With a descriptive qualitative approach, the data were collected using a set of written grammatical tests of passive voices and open interviews. The adopted validated test was completed by thirty students as the participants of this study. The data were analyzed descriptively using an in-depth reading analysis method on the test results and participant responses. The results reveal a need for fundamental grammatical knowledge, limited exposure to passive voice, inadequate practice opportunities, and unclear explanations as contributing factors to the challenges. Language transfer from native languages and a lack of feedback compound the problem. To address these issues, the study recommends basic tense understanding, increased practice, targeted feedback, and exposure to authentic materials to enhance students' proficiency in constructing accurate passive voice sentences.