some common errors of english majored freshmen at industrial university of ho chi minh city in writing paragraphs

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<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY IN WRITING PARAGRAPHS </b>

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<b>MINISTRY OF INDUSTRY AND TRADE </b>

<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES </b>

Supervisor : PHAN THỊ BÍCH NGỌC, M.A.

<i>Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose else where. I accept heavy penalty for any cheating or plagiarism. </i>

Date submitted : June 20<sup>th</sup>, 2021

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<b>SOMECOMMON ERRORS OF </b>

<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY IN WRITING </b>

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<b>ABSTRACT </b>

Writing is considered one of the four indispensable skills in learning English or any other language in the world. Writing is an important skill but it is also a complicated one compared to other skills because it requires learners have not only a thorough understanding of background knowledge (Grammar and Vocabulary) but also skills to write. Thus, writing is regarded as a difficult skill for students in learning English. The research was entitled “Some common errors of English-majored freshmen at Industrial University of Ho Chi Minh City in writing paragraphs” to figure out common errors and the causes of the errors in writing paragraphs for improving students’ writing skills. The participants for the research were English-majored freshmen from the Faculty of Foreign Language at IUH. The survey was administered by means of using a questionnaire to collect data from 211 students. The research was divided into five chapters consisting of Introduction, Literature Review, Research Design, Findings and Discussion, and Conclusion. To be more specific, in chapter I, the content included the aim of the study, research objectives, research questions and scope of the study. Chapter II contained the two main items of definitions of key terms including (1) definitions of writing, (2) definitions of academic writing, (3) definitions of paragraph, (4) definitions of errors and (5) types of error in paragraph writing and another one was theoretical framework involved (1) relevance of errors and (2) errors in writing paragraphs. Chapter III covered (1) research setting, (2) participants, (3) research methodology and research methods, (4) Procedures and (5) Data analysis. Chapter IV presented the results of students’ responses to the questionnaire and the discussion of the findings. Lastly, chapter V stated the conclusion of the research, suggested some recommendations and assessed limitations of the research. The objectives of the research were to figure out popular errors and the causes of the errors that students often have trouble in writing paragraphs. Additionally, the researcher also offered some solutions through the findings to help students improve their writing skills for better in the future.

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<b>ACKNOWLEDGEMENT </b>

During the period of internship, I received a plenty of enthusiastic help and support that guide and encourage me to overcome all difficulties and finish this hard but meaningful time. Firstly, I would like to express thanks to the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages creating favorable conditions for me to complete my thesis. Secondly, I sincerely thank to Ms. Phan Thi Bich Ngoc, my supervisor who gave me useful guidance and advice that help me to finish my graduation thesis successfully. She also gave me professional guidance and insightful comments that considerably help me gain a lot of experiences in the period of writing my thesis. From these advices, I can improve my English skills and strategies greatly. Thirdly, I would like to express my gratitude and appreciation to teachers who taught Writing I subject gave me chances to collect data from their classes. Furthermore, I would like to thank my group member, Pham Thi Thao Nguyen who often shared my difficulties and gave me timely advice during the process of writing graduation thesis. Last but not least, I am grateful to all of lovely students of Writing I classes who contributed to help me complete the questionnaire. In short, I really thank to all people helping me to finish this graduation thesis.

Keywords: Common errors, IUH, English-majored freshmen, paragraphs, writing

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1.4. Scope of the study ... 3

<b>CHAPTER II: LITERATURE REVIEW ... 4 </b>

2.1. Definitions of key terms ... 5

2.2.2. Errors in writing paragraphs ... 12

<b>CHAPTER III: RESEARCH DESIGN ... 14 </b>

<b>CHAPTER IV: FINDINGS AND DISCUSSION ... 19 </b>

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4.1. Student’s responses to the Questionnaire ... 20

4.1.1. Student’s attitude towards their writing skills ... 20

4.1.2. The common errors that students face difficulty in writing paragraphs ... 22

4.1.3. The causes of the common errors ... 29

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<b>LIST OF FIGURES </b>

Figure 4.1. Students’ self-evaluation towards their writing skills ... 20

Figure 4.2. Students’ attitudes towards writing skills ... 21

Figure 4.3. The difficulties in the process of writing paragraphs ... 22

Figure 4.4. The students’ frequency of making errors in writing paragraphs ... 23

Figure 4.5. The students’ frequency of making grammatical mistakes in writing paragraphs... 24

Figure 4.6. The students’ frequency of making vocabulary mistakes in writing paragraphs ... 25

Figure 4.7. The students’ frequency of making mistakes related to ideas in writing paragraphs . 26Figure 4.8. The students’ frequency of making mistakes related to paragraph structures in writing paragraphs ... 27

Figure 4.9. The topics which often faced difficulties in writing paragraphs by freshmen ... 28

Figure 4.10. The students’ frequency of practicing writing paragraphs after school ... 29

Figure 4.11. The reasons causing errors when writing paragraphs ... 30

Figure 4.12. The ways to recognize students' mistakes when writing a paragraph ... 31

Figure 4.13. The students’ solutions to improve their writing skills ... 32<small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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<b>LIST OF ABBREVIATIONS </b>

IUH: Industrial University of Ho Chi Minh City

FFL: Faculty of Foreign Languages

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<b>1.1. Rationale </b>

Nowadays, Viet Nam is one of the developing countries which have good cooperation with other countries around the world. Therefore, this created opportunities for people in Viet Nam to have a good job with a high salary in working in foreign companies inside and outside the country. In order to reach achievement, English is the main instrument that brings people to come to success quickly. English is considered as the most popular language in the world, it is used widely not only in daily life but also in international business. With the integration of the world and foreign companies' penetration into the Vietnamese market, the importance of English is even more evident. English becomes an essential factor that employees must have when they want to apply to a company with a lucrative job. For this reason, nowadays, many people from old to young started to study English in order to achieve great success in work.

Especially, English is seen to be a subject that has a range of troubles for all students. Studying English includes 4 skills: Listening, Speaking, Reading and Writing. Among these skills, writing plays a significant and indispensable role in studying English. In English, writing is not the same as speaking skills because it is not a skill that we naturally acquire, even in our native language, it needs to be practiced regularly. Writing is a great capacity or ability of each person to perform the act of writing in order to achieve an effective communication goal. In fact, students often spend more time on learning other skills than writing skills such as speaking or listening skills because they just focus on communication. Many students think that writing is not necessary to learn so they do not habitually practice their writing. Consequently, when taking the exams of writing, students often make a variety of remarkable errors in the test. Therefore, to make a success in English, students need to focus on writing by means of practicing writing skills regularly. Writing is a learned skill that requires learners to take the initiative to approach every day so that in the process of writing, learners can discover their own mistakes and correct them promptly. Therefore, if students want to be mastered at writing, they have to spend much time on practicing.

Similarly, students at Industrial University, especially the English-majored freshmen of the Faculty of Foreign Language face many difficulties when studying writing subjects in general and writing paragraphs in particular. This problem stems from lack of vocabulary, background knowledge, grammar, and ideas influenced by Vietnamese style, etc. In addition, students have a passive way of learning, they just complete all homework from the teacher instead of actively searching or <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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reading information, articles, magazines, etc. Unfortunately, this problem currently does not much be noticed by students. Consequently, this research was conducted to figure out the common errors in writing paragraphs of English-majored freshmen at IUH and the causes of the errors. Since then, students can comprehend common mistakes, avoid typical errors in writing paragraphs and improve their writing ability.

<b>1.2. Research Objectives </b>

This study was conducted in an attempt to:

(1) Find out some common errors in paragraph writing made by English-majored freshmen at IUH

(2) Find out causes for the common errors

<b>1.3. Research Questions </b>

The research was conducted to deal with the two main following questions:

(1) “What are some common errors faced by English-majored freshmen at IUH in writing paragraphs?”

(2) “What are the reasons for the common errors?”

<b>1.4. Scope of the study </b>

Writing is a skill that is expected to use fluently by foreign language students. The main purpose of this study is to find out some common errors in writing paragraphs and the causes of the errors. The study focused on a number of English-majored freshmen at IUH and because of the large number of students of FFL, this study would be carried out by using the questionnaire to make sure the validity and reliability of the research.

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<b>CHAPTER II: LITERATURE REVIEW </b>

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<b>2.1. Definitions of key terms 2.1.1. Definitions of writing </b>

Writing is the fourth of the four language skills, which are Listening, Speaking, Reading and Writing and it is considered as one of the indispensable skills in the process of learning for English learners. Writing is a means of communication from person to person in relation to the performance of a language with written symbols such as letters of the alphabet, punctuation and thoughts in a written form. There are a variety of definitions of writing. In the Cambridge dictionary, writing is defined as “the skill or activity of producing words on a surface”. According to Florian Coulmas (1999), a German linguist and author said that “A set of visible or tactile signs used to represent units of language in a systematic way, with the purpose of recording messages which can be retrieved by everyone who knows the language in question and the rules by virtue of which its units are encoded in the writing system.” It indicates that it is crucial to comprehend the basic system of a language in order to write obviously. To make a good background of writing, it requires the writer to understand the knowledge of grammar, punctuation and sentence structure, correct spelling and especially vocabulary. In other words, without extensive knowledge of writing, the writers may have difficulty in expressing and arranging into sentences or paragraphs and from then, writers find it difficult to express their message to the reader. Based on the definition of writing, it can be concluded that writing is the capacity or the possibility of each person to perform the act of writing in order to achieve an effective communication goal.

<b>2.1.2. Definitions of academic writing </b>

As referring to writing, it would no longer find unfamiliar with a term of academic writing. It is not tricky to approach academic writing if more notice is taken. Academic writing is a formal style of writing that it is straightforward to see in a wide range of writing from journal articles, fiction, book reports, research proposals including research in facilities for the natural sciences or social sciences, thesis, dissertations, biographies in an academic style.

Academic writing, as defined by James Hartley (2008) “Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and specific areas of expertise”. Academic writing serves many different fields with the main purpose of building a convincing argument, analyzing academic concepts and theories, conveying ideas or explaining complex research issues or topics to a large audience. Academic writing is rigorously <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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required to used words, paragraphs structure, style and expression. It generally applies quite formal, precise word choice and objective (impersonal). Academic writing serves for a group of the audience who has a superb qualification in their fields such as professors or instructors. Academic text requires learners to have unified and extensive knowledge in mentally represented to arrange the process of writing fluently. (Lennart Björk et.al., 2003). In academic writing, the audience is regarded as one of the main factors to concentrate on in writing tasks, the writer needs to have a comprehension of the audience’s aspirations, prior knowledge because these will impact on the process of writing. In addition, academic writing must ensure objectivity in the transmission of information, the arguments based on validated pieces of evidence and existing in practice, not the author’s preconceptions.

L. Lennie Irvin (2010) noted that: “Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task”. (p.3). Students in new college, for instance, may have a variety of challenging and nervousness about the writing that will be done in college. Writing in college may resemble playing a familiar game by completely new rules. It is not like writing in a storytelling way based on one's own experiences or describing someone when taking a writing task in high school. It required the writer to abide by an academic setting and have an understanding of logical thinking and pieces of evidence supporting that thinking. Being aware of these things will make it easier than ever to deal with academic writing.

<b>2.1.3. Definitions of paragraphs </b>

Paragraphs play a significant role in writing and have been considered as a fundamental factor of writing. A text is usually divided into several blocks called 'paragraphs' to make it easier to read. Paragraph division is always indicated by starting the text on a new line and indenting (leaving a space at the beginning of the line). According to Cambridge dictionary, paragraph is defined as: “A short part of a text, consisting of at least one sentence and beginning on a new line. It usually deals with a single event, description, idea, etc.” Writers can show the structure of the essay by dividing the paragraphs in the right positions. In this way, dividing the essay into paragraphs gives readers more time to pause and think for a while if needed or when writers want to move to another stage of the story, a new point in the opinions or a new part of the description.

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A paragraph, as defined by Dorothy Zemach and Lisa A. Rumisek (2005), a paragraph is “a group of sentences about a single topic”. Together, the sentences of the paragraph explain the writer’s main idea (most important ideas) about the topic. In basic writing, a perfect body paragraph must have a topic sentence, supporting sentence and concluding sentence. A topic sentence is the first sentence in the body text. Simply put, the topic sentence introduces the topic of the paragraph and is also the main idea of the paragraph. The supporting sentences of a paragraph are the sentences that support the topic sentence intended to explain the points of the paragraph, and the concluding sentence is the last sentence with the summary to end up a paragraph by repeating the main idea or delivering the personal opinion about the topic.

<b>2.1.4. Definitions of errors </b>

In human behavior, error is the most natural thing in the world. It can be derived from a wide range of theoretical and practical viewpoints. According to Cambridge dictionary, error is explained that “something done or written by accident that is not correct, not accurate, or does not give the right result”. Meanwhile, Collins Dictionary points out that error implies deviation from truth, accuracy, and correctness. Following second language acquisition perspectives, there are several ways to think about errors in writing in general and texts, context and the writing process in particular. And that’s what the research is intended to focus on.

For learners who acquire the second language generally will produce texts with numerous of errors about grammatical and rhetorical errors. Whether error considered as a systematic deviation when learners fail to acquire knowledge in the learning process and continually make mistakes as stated by Norrish (1983) either Hendrickson (1978) mentioned that errors are 'signals' that indicate an actual learning process taking place and that the learner has not yet mastered or shown a well-structured competence in target language? Also, Mizuno Harumitsu (1991) regarded learners’ the making of errors to be as a significant device that learners use to learn. The capability of good writing is not a skill that is naturally absorbed by learners, especially for those writing in a second language. Oftentimes learners have not the assurance of what they want to express, which could cause them to make errors in any language.

Furthermore, all the concepts seemed to emphasize only the errors made by the learner in the language learning process, but the occurrence of the error is not caused only by the learner has not sufficient acquired knowledge but according to Corder (1967), teaching methodology was also one <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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of the aspects that raised the problem. Corder (1967) linked error to teaching method, making his own ideological argument that if there is a suitable teaching method, then no mistake will be made. Over the years, error has always been something that people tried to eliminate in the learning and teaching process. However, it is a natural condition that exists in humans, so people are unable to avoid making errors. The reality should learn to accept and bring together work to figure out solutions to solve them.

<b>2.1.5. Types of error in paragraph writing </b>

Paragraph writing includes errors that related to grammatical errors, vocabulary errors, ideas errors, paragraphs structure errors, and coherence and cohesion errors.

<b>*Grammatical errors </b>

Grammatical errors described by Richard Nordquist (2020) are "an instance of faulty, unconventional, or controversial usage." In fact, grammatical error is a common mistake made in the process of writing by non-native speakers who expect to use English fluently as native speakers. This part indicates 7 kinds of grammar error including tense error, relative clause error, article error, preposition error, comparison error, reported speech error and punctuation error.

<b> Tense error </b>

Generally, there are twelve tense in English and each tense has its own distinctive signals and usages. Due to a lack of knowledge about basic grammar, students often produce wrong tense sentences in the process of writing. People often select to rote learning grammatical structures and apply them mechanically to their work. Gradually, only focusing its recognizable signals in the sentence without really understanding the nature of the tense. With mistaken tense, the sentence will be become cluttered in terms of time, causing confusion for readers.

<b> Relative clause error </b>

Relative clause is connected to the main proposition by relative pronouns: who, whom, which, whose, that or relative adverbs: when, where, why. Relative clause is widely used, though, the error is frequently made high in using. Some typical errors can be mentioned as confusion in the use of relative pronouns, commas or verbs and subjects not getting along with each other.

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<b> Article error </b>

Article in English is seemed to be incredibly simple but it is able to be easily confused by whether the noun is determined or not. It can be noticed that in English there are countable nouns and uncountable nouns or even nouns having both of such characteristics, which undoubtedly causes mistakes when writing in a paragraph if learner is unable to identify the noun following that article.

<b> Preposition error </b>

Preposition is short words but it plays an important role in the process of forming a sentence. Prepositions are assumed as words that have the function of linking nouns and pronouns and other necessary information of the sentence. The position of prepositions in a sentence is usually before the noun, after the verb, and after the adjective. Especially, learners may have difficulty

<i>distinguishing prepositions on, in, and at because other languages may use only one or two </i>

prepositions equivalent to these three prepositions in English. The use of mistaken prepositions can influence the quality of information in written language.

<b> Comparison error </b>

Comparison is a popular grammar point that language learners often make errors in English. There are 3 main types of comparison: equal, comparative and superlative. Because of complication in using, oftentimes learners find it difficult to keep in mind the structures and flexible application of writing in sentences.

<b> Reported speech error </b>

In linguistics, reported speech (also called indirect speech) is a grammatical structure for reporting the content of another utterance without directly quoting it. In reported speech, the tense of verbs, pronouns and possessive adjectives can also be changed following the sequence of tense when the acts differ in time and place. This will cause many challenges for the students and make a confusion in changing tense of verbs, words indicating place and time.

<b> Punctuation error </b>

Richard Nordquist (2020) made a definition of punctuation: “Punctuation is the set of marks used to regulate texts and clarify their meanings, mainly by separating or linking words, phrases, and clauses.” In terms of making a punctuation mistake, it will cause the reader to be embarrassed. The <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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unpunctuated text affects the meaning of the sentence, it could make the message that writer wants to express to be destroyed and turned into a farce. Even the reader’s faith in the text may be faded by the incorrect use of punctuation.

<b>* Vocabulary errors </b>

Vocabulary is a decisive factor and the foundation of foreign language learning. Having a wide vocabulary in a target language will support the four skills of language: reading, writing, listening and speaking. Errors regarding vocabulary included 3 main types: spelling, word choice and collocation.

<b> Spelling error </b>

Spelling error is a common error that not only occurred in foreign language learners, but even native speakers sometimes make. Spelling errors in email messages, reports, presentations and other business documents, etc. Incorrect spelling may not cause a huge consequence in the understanding of meaning in the context but it somewhat makes the reader feel uncomfortable and reflect unprofessional behavior at work.

<b> Error in word choice </b>

As a writer, selecting the right words in the process of writing is a necessity, especially in academic writing. Choosing carefully the words to write that will help the ideas come to light, as a consequence, a firm word choice makes it easier for readers to comprehend the content of the text. But sometimes every writer definitely struggles with choosing word choice from time to time. The errors in word choice involve: being redundant, clichés and misunderstand of word meaning.

<b> Collocation error </b>

The Merriam-Webster dictionary defines collocation as “a noticeable arrangement or conjoining

<i>of linguistic elements (such as words).” Take make a decision, have a good day, make a difference, do business for instance. Lexical and prepositional miscollocation being the two common types of </i>

error of foreign English learners. When writing formal academic writing or any form of writing, collocation makes the English works sound more fluent and native-like.

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<b>* Ideas errors </b>

It is so amazing to have wanted ideas if it always poop up into the writer’s mind at the time to write. But the truth is not always the case. There will be sometimes ideas are restricted or even a blank mind. It can be seen that lack of background knowledge and developing ideas are one of the biggest errors that foreign language learners usually struggle with.

<b> Lack of background knowledge </b>

Tenaha O'Reilly remarks that: "Background knowledge plays a key role in students' reading comprehension. If students don't have sufficient related knowledge, they'll probably have difficulties understanding text". Background knowledge, in other words, is a glue that sticks information and learning together. In an academic sense, background knowledge includes academic language and vocabulary necessary for comprehending content information. Having prior knowledge about a topic is a well-prepared way to understand clearly what need to write and make the writing will be evident and well-structured.

<b> Developing ideas </b>

One of the most noticeable difficulties that learners often have in the process of writing is developing ideas. Generally, learners who struggle with developing ideas have weak vocabulary, easy distractibility during writing tasks, difficulty with structure arrangement and word order. The purpose of writing is to convey ideas to others. This means that before getting to put pen to paper, the writer must know exactly and organize the ideas they want to express.

<b>2.2. Theoretical Framework 2.2.1. Relevance of Errors </b>

Errors are regarded as the use of words, speech acts, or grammatical items in a way that can be discovered as wrong, or the making of mistakes. According to Ancker (2000), making mistakes or errors is a natural process of learning and must be considered as part of cognition. On the other hand, it is explained by Norrish (1983) as a systematic deviation that happens when a learner has not learned something and consistently gets it wrong. Making errors is always a companion with language learning and second language acquisition. Indeed, Hendrickson (1978) mentioned that errors are ‘signals’ that the learner has not yet mastered or shown a well-structured competence in the process of learning. Errors used to be “flaws” that needed to be eliminated. However, <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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Olasehinde (2002) believes that learners make mistakes that are inevitable, surely. He also argues that errors are an unavoidable and indispensable part of the learning curve. This view also seems to be shared by Stark (2001) in his study. He points out that teachers need to have a more positive view of the mistakes committed by learners because they were unable to absorb sufficiently the structures and procedure during the process of learning. Making errors is a completely natural and normal thing in humans, especially in language acquisition. As such, it should be seen as a process of acquiring knowledge and not as a behavior to be denied.

Corder (1967) stated an incredibly different point of view. According to his opinion, those errors are “important in and of themselves”. Analyzing errors in a systematic way supports foreign language learners identify sections that they need strengthening in teaching. In addition, he also contended that error includes three significant things of meanings, one of which, errors provide researchers evidence of how learners acquire the language, what strategies and procedures the learner is employing in his discovery of the language.

<b>2.2.2. Errors in writing paragraphs </b>

According to previous studies, the common types of mistakes that were committed by learners in writing paragraphs are tense, preposition, poor vocabulary. Vahdatinejad (2008) observed that students committed many errors in tenses, word choices, and prepositions in their study. Similarly, Saadiyah Darus (2007) also conducted an analysis of Malaysian learner’s errors concerning English written essays. The results of the analysis divulged that the finding of common errors has been that many learner errors were produced by tenses, prepositions, articles, word choice, mechanics, and verb to be. Cong Dan, Minh Duc and Hong Chau (2017) conducted a case study concerning common mistakes in paragraph writing of Can Tho university’s learners. The results of this study revealed that the most common errors committed by the participants were word formation, word choice, spelling, organization and verb tense. Their research shows that paragraph writing is a solid foundation for learners, especially freshmen, who need to practice writing skills to support the next semesters. They found that, however, students are often not exposed to writing paragraphs as much. In high schools of Vietnam, most of the teaching and learning of writing skills often focus on grammar rules only to achieve high scores in final exams or even at the national examination.

Indeed, at Industrial University, the first-year students is discovered 4 skills, in which writing is one of the 4 skills that are focused on in the first semester. The reason why writing becomes the <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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subject that is first approached by learners is that it is a fundamental background that helps them have an overview and master general knowledge about writing skills, thereby can easily learn subjects that are related to writing skills for the following semesters. Nonetheless, the fact is that the first-year English majored students at IUH typically get many troubles with writing paragraphs. Learners often reach an impasse on ideas when they are asked to write about a suggested topic, they are anxious that they cannot express themselves coherently so that the reader can grasp the information as clearly as possible.

There are worthwhile noticeable reasons why the process of learning writing in university is so difficult for learners. It is impossible not to mention that learners have become familiar with the teaching and learning of writing in high school. In fact, they simply is required to complete kinds of exercise in only grammar, arrange sentences in the correct form or correct mistakes, or even just take multiple-choice. As can be seen, students rarely get to practice various types of writing tasks to enhance writing skills. Thus, when they go into the university and is asked to write a paragraph, they often make many errors of vocabulary, grammar, organizational structure, the way of idea expression, etc.

In short, the researcher have a clear awareness of the weaknesses of students, especially majored students in writing. Thus, the aims of the research is to find out some common errors of English-majored freshmen in writing paragraphs and the causes of these errors in order to improve their writing skills.

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<b>CHAPTER III: RESEARCH DESIGN </b>

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<b>3.1. Research setting </b>

After spending nearly 4 years studying and working at the Faculty of Foreign Language (FFL) at Industrial University of Ho Chi Minh City (IUH), the researcher took a decision to conduct this research at IUH with the participants being English-majored freshmen that aims to find out the common errors in writing paragraphs and the causes of such errors.

IUH is known as one of the top 10 famous universities in Vietnam which the main campus is located at 12 Nguyen Van Bao Street, Ward 4, Go Vap District, Ho Chi Minh City. The university is established in 1956. At present, there are over 1000 lecturers teaching in IUH including 15 professors, 110 doctors and 700 masters. Additionally, there are more than thousands of students joining and studying in diverse majors at IUH every year. IUH is noticed by its modern facilities and well-equipment in each department and classroom for lectures, staff and students consisting of a multifunction library, parking lots, dormitories, a canteen, laboratory, conference room, etc.

Especially, the Faculty of Foreign Language (FFL) which is one of the biggest faculty at IUH. The office of FFL was established in 2005 and now it is placed on the ground floor of building B in the Industrial University. Currently, the Faculty of Foreign Language includes 6 Doctors of Philosophy, 50 Masters, 2 Bachelors in English Teaching Methods and numerous professional lectures and staff. Notably, in September 2019, the Bachelor of FFL at the Industrial University has been assessed that meet the requirements of the ASEAN University Network Quality Assurance in the 154<sup>th</sup> ASEAN UNIVERSITY NETWORK (AUN).

<b>3.2. Participants </b>

The first-year English-majored students from FFL were the objects selected for this research and come from classes of DHAV16 such as DHAV16A, DHAV16B, DHAV16C, DHAV16D, DHAV16E and DHAV16F at IUH. In the first year of English-major students, they are required to study the four basic skills of English, in which, writing skill is the subject that this research focuses on. Learners of the subject are necessary for having background knowledge about writing in English. By this way, they are easily be interested in the research and willing to share their difficulties with learning writing in general and writing paragraphs in particular.

The researcher collected 211 answer sheets from the students. It can be seen that students primarily wereconfused about extensive knowledge about writing, lack of experience and skills in writing <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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in practice. As a result, students' chances of making mistakes were often substantial. Through this study, it was possible to find out the common mistakes that first-year students often make and the causes of those errors. Since then it could help students overcome difficulties when learning writing and to be successful in writing skills.

<b>3.3. Research methodology and research methods 3.3.1. Research methodology </b>

The research wasconducted by a quantitative method that intended to state common mistakes and causes of those mistakes of English-majored students in writing paragraphs by using the questionnaires in the survey. Quantitative method is the systematic empirical investigation of phenomena observed through statistics in order to collect data about human behavior and the reasons that influence it. Because of including statistics, large-scale survey research, having objective conclusion, choosing a quantitative method was a necessity for this study.

<b>3.3.2. Research methods </b>

The questionnaire is a commonly used tool to gather information from respondents with a variety of questions. The use of questionnaires brought many benefits to this research including noteworthy reasons mentioned that high accuracy, cost-effectiveness, being convenient for data analysis, receiving a large number of respondents, etc.

The questionnaire was divided into 3 main parts. The first part was intended to ask personal information questions and student’s attitudes towards writing skills. The second part aimed to state some common errors that students often made in writing paragraphs. The last part was formed to indicate the causes of such errors and suggest some solutions to help students improve writing skills in paragraphs. The purpose of each question in the survey was set up in the following order:

Question 1 examined stages that students often faced difficulties in the process of writing paragraphs.

Question 2 asked about the frequency of making errors in 6 main problems including Grammar, vocabulary, format, ideas, coherence & cohesion and influence of Vietnamese styles.

Question 3 investigated students’ frequency of making grammatical errors. Question 4 investigated students’ frequency of making vocabulary errors.

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Question 5 investigated students’ frequency of making errors in ideas. Question 6 investigated students’ frequency of making errors in format.

Question 7 asked students to share topics that they got into trouble with approaching writing paragraphs.

Question 8 measured the students’ frequency of practicing writing paragraphs after school.

Question 9 figured out the causes of making errors in students writing paragraphs.

Question 10 required students to give information about the ways they recognized mistakes when writing paragraphs.

Question 11 investigatedsome solutions that students use to improve their writing skills.

<b>3.4. Procedures </b>

In the first step, the researchers discussed with the group to choose a topic for the research and then, the supervisor was responsible for reviewing and confirming for the final topic. After the final confirmation, the researchers were required to write up an outline to specify research questions, objectives of the research, the participants joining in the survey and methods used for the research and then submit it for the supervisor to check before the process of conducting the survey. Next, the researcher based on research questions to design a questionnaire that reached the questions and the objectives mentioned in the survey to collect data. Besides, researchers asked permission from teachers of Writing I classes to borrow some of students’ paragraph writing samples to get information for questionnaire making process. Then, the researchers come over to the classes which were studying Writing I subject with the permission from the teacher of these classes to collect data and asked the first English-majored students to complete the questionnaire. At the end of the survey, the researchers expressed their gratitude to the students who completed the questionnaire by giving them candies and saying “Thank you for your cooperation”. The researcher gathered 211 student’s answer sheets after visiting 6 classes of Writing I. The procedure of data collection directly made information accurate, honest and objective for the research.

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<b>3.5. Data analysis </b>

After the data was fully collected, the researcher designed a questionnaire on Excel program and transferred all the students' answers into Excel for data analysis. Analyzed data are shown by pie charts, column charts, tables with percentages and numbers presented on each answer.

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<b>CHAPTER IV: FINDINGS AND DISCUSSION </b>

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In this section, the writer reported the results of the study according to each gathered question about some common errors and the causes of each error in writing paragraph.

<b>4.1. Findings </b>

<b>4.1.1. Student’s attitudes towards their writing skills </b>

<i><b>Question 1: How well are your writing skills? </b></i>

<i>Figure 4.1. Students’ self-evaluation towards their writing skills </i>

The pie chart presents the results of a study of English-majored freshmen's self-assessment of their writing skills, including five choices in the participants' responses: Bad, below average, average, good and excellent.

It can be clearly seen that the majority of freshmen self-evaluated their own writing skills as average, which were accounted for more than half of the total votes of nearly 52 percent. On the other hand, the number of participants who rated their writing skills as good and excellent was very low, it was only about 4 percent. In addition, more than two-fifths of the rest considered themselves to be below average and bad, 28% percent and 17.5% orderly.

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<i><b>Question 2: What do you think of writing skills? </b></i>

<i>Figure 4.2. Students’ attitudes towards writing skills </i>

In this pie chart, attitudes towards writing skills of the English-majored students of IUH were based on four opinions: very interesting, interesting, no idea and not interesting/ boring. It is obvious to recognize that more than nearly two-thirds of the participants found writing skills to be interesting. Looking at the information in more detail, we can see that nearly half of students of FFL indicated that they were interested in writing skills and over 15% of students figured out writing skills very interesting. By contrast, approximately 34% answered that they had no idea about writing skills which means that writing skills were normal with them. Curiously, there was only a small percentage of students who responded writing skills were boring or not interesting.

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<b>4.1.2. Some common errors in writing paragraphs </b>

<i><b>Question 3: What stages do you often have difficulties in the process of writing paragraphs? </b></i>

<i>Figure 4.3. The difficulties in the process of writing paragraphs </i>

The chart above shows the number of factors that English-majored freshmen at the Industrial University of Ho Chi Minh City often struggle with in the process of writing paragraphs consisting of choosing the topic, narrowing down the topic, planning, brainstorming ideas, drafting and revising & editing.

From this chart, it can be seen that brainstorming ideas were the most popular choice among freshmen, accounting for 58.3% of the participants with the highest number of respondents, 123 students. Next, 36% of planning wasthe second most challenging factor for students in the process of writing paragraphs. The proportion of first-year students choosing revising and editing was ranked at the next position with nearly 30 percent. In the rest of the chart, 147 answers of the remaining participants claimed that their writing difficulties were mainly caused by choosing, narrowing down the topic and drafting.

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<i><b>Question 4: How often do you make these following errors? </b></i>

<i>Figure 4.4. The students’ frequency of making errors in writing paragraphs </i>

The bar chart indicates the frequency of committing errors by the English-majored freshmen of FFL, including the popular errors stated as grammar, vocabulary, paragraph structures and ideas as well as the prevalence of mistakes on different levels: never, sometimes, often, always and no idea.

Looking at the graph, it is readily apparent that grammar and vocabulary were the two popular mistakes that were always made by the highest quantity of learners. To be more specific, a very large majority also confirmed that grammar and vocabulary were a great obstacle in their writing paragraphs, more than four-fifths of students addressed that they often struggled with these two factors. On the other hand, also of note are there was the number of respondents who declared that they always coped with grammatical errors and vocabulary that was higher than other errors, it made up about nearly 50 answerers in a total of each error. Additionally, errors of paragraph structures and ideas were answered that they sometimes had been with the responses of 102 and 109 people respectively in a total of votes. On the other hand, in referred errors, no idea and never belonged to the least rates in the survey.

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<i><b>Question 5: How often do you make mistakes related to grammar? </b></i>

<i>Figure 4.5. The students’ frequency of making grammatical mistakes in writing paragraphs </i>

The bar graph in Figure 4.5. indicates numerous types of grammatical mistakes from the first-year students at IUH in writing paragraphs. Moreover, the result of this research mentioned 8 popular grammatical errors which often occurred in students’ writing consisting of tenses, relative clauses, articles, prepositions, comparisons, if clauses, reported speech and punctuation.

In general, the participants had difficulty with most of the errors listed above. It can be seen that most of the errors were voted in the frequency of sometimes with nearly 100 participants, especially, the occurrence of sometimes in tenses and if clauses were chosen by more than 100 voters. Similarly, the degree to which participants responded that they often made mistakes also ranged from 55 to 75 respondents. Meanwhile, the rate of answers that they always make in each grammatical error was considered lower than other levels, it only less than a third at all and the <small>hghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllchghieh euu thu hghiem tao vah eu lou lvl lcmihcted veheer lumber bahg vah mohg xe tu go baeh dah urouhyllc</small>

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number of people who answered that they never had any problems with grammatical errors were very low.

<i><b>Question 6: How often do you make mistakes related to vocabulary? </b></i>

<i>Figure 4.6. The students’ frequency of making vocabulary mistakes in writing paragraphs </i>

The bar chart gives information about the frequency of usual mistakes made by the first IUH English-majored students in terms of vocabulary including spelling, lack of vocabulary, misunderstanding of words’ meaning and collocation. It is equivalent to five various levels: never, sometimes, often, always and no idea.

Looking at the chart from Figure 4.6., lack of vocabulary, misunderstanding of words’ meaning and collocation had the highest rate of participants voted for mistakes related to vocabulary. To be more specific, 37 respondents stated that lack of vocabulary was always a barrier that prevented them from good at vocabulary. Moreover, misunderstanding of words’ meaning was a highlighted mistake that students regularly produced errors referred to vocabulary, it accounted for 36 answers of the participants. Finally, the proportion of freshmen choosing collocation was the third popular mistake which they always had trouble with vocabulary occupied 31 participants from the chart

<i><b>above. The least popular answer was for both no idea and never. </b></i>

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<i><b>Question 7: How often do you make mistakes related to ideas? </b></i>

<i>Figure 4.7. The students’ frequency of making mistakes related to ideas in writing paragraphs </i>

The bar chart from Figure 4.7. compares the 1st English-majored participants’ responses at IUH with regard to regular ideas’ errors in writing paragraphs. As can be seen from the chart, the frequency which learners responded that they sometimes and often made 3 common mistakes about ideas such as lack of ideas, lack of background knowledge and developing ideas when writing paragraphs was comprised the largest voters. To be more specific, the answerers said that they sometimes making errors of lack of ideas accounted for 95 responses, 87 votes of lacking background knowledge and 75 people in approval on developing ideas. Referring to answers of the frequency of often, there were ranged from 83 to 96 responses in three common errors of ideas. Whereas, the results of a survey of people who selected that they always had troubled with those errors were lower. It just had 25 votes for always lack of background knowledge and developing ideas, lack of ideas was 23 participants.

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<i><b>Question 8: How often do you make mistakes related to paragraph structures? </b></i>

<i>Figure 4.8. The students’ frequency of making mistakes related to paragraph structures in writing paragraphs </i>

The bar chart from Figure 4.8. illustrates troubles which the English-majored freshmen who werestudying at IUH got in the structure of writing paragraphs. According to the results of the survey collected, paragraph structures problems in writing paragraphs contained three main matters: topic sentences, supporting sentences and concluding sentences.

Looking at the graph, it is readily apparent that most of the learners had difficulty with errors in paragraph structures at the largest rate of sometimes and often. In terms of topic sentences, the participants stated that they sometimes spent a hard time on topic sentences’ matter in the highest incidence of the survey, it made up more than half of answers, while 54 students were said to be that they often struggled with topic sentences every time they wrote paragraphs and it just 22 people thought they always had those problems. Relating to supporting sentences and concluding sentences, more than 90 freshmen who participated in the survey answered that they sometimes made mistakes with those problems in writing paragraphs, followed by 83 students said to often happen in the frequency of supporting sentences and 72 students in concluding sentences respectively. Next, the proportion of students who voted on the frequency of always making mistakes in each problem fluctuated from 22 to 28 voters. Finally, the least number of answers belonged to both never and no idea.

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some common errors of english majored freshmen at industrial university of ho chi minh city in writing paragraphs

<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY IN WRITING PARAGRAPHS </b>

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<b>SOMECOMMON ERRORS OF </b>

<b>INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY IN WRITING </b>

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<b>ABSTRACT </b>

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<b>ACKNOWLEDGEMENT </b>

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<b>LIST OF FIGURES </b>

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<b>LIST OF ABBREVIATIONS </b>

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<b>CHAPTER II: LITERATURE REVIEW </b>

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<b>CHAPTER III: RESEARCH DESIGN </b>

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<b>CHAPTER IV: FINDINGS AND DISCUSSION </b>

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