Error Analysis of Written Academic Essays of Fijian Undergraduate Students: A Case Study

Goundar, Prashneel Ravisan; Bogitini, Lia

doi:10.22158/sll.v3n1p46

Cited by 4 publications

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“…One of them is conducting materials and giving feedback to the students that relates to the writing an essay. (Sarfraz, 2011) states that these errors holds significant importance to English language teachers for providing students' learning feedback along with the learning complexities that manifest the developmental process of it. Therefore, the study examines the common errors that students commit in their English writing.…”

Section: Discussionmentioning

confidence: 99%

Students’ Error Analysis in Writing Essay of English Language Teaching

Saputra

2023

DE_JOURNAL

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One of the successful learning English writings is by knowing students' errors in writing an English essay. Since English writing essay becomes a compulsory subject that must be taken by students at college, therefore the English essay has a big contribution. Although writing an English essay does not pay attention much to the proportional explaining and giving instruction in learning, but it still has meaningful contributions for writing skill. It is not for writing essay but also for other writing skills such as writing paragraph, writing scientific paper, and etc. Type of this research was qualitative content analysis through documents of English essays written by students of third semester of Universitas Dharmas Indonesia. Respondents of this research were 14 students. The analysis of all documents reveals that there are 220 total numbers of students’ errors that classified into 12 types of errors made by the students. Spelling is classified as the biggest error committed by 46 times or 20.90%. Then, verb-agreement is a kind of errors that committed by 38 times or 17.27%. Next is error of sentence fragment that committed by 24 times or 10.90%. Relating to research finding, It is recommended that English writing lecturers should much pay attention to divide, discuss, and explain all these errors in order to minimize and make writing essays easy written and conducted by English students.

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Section: Discussionmentioning

confidence: 99%

Students’ Error Analysis in Writing Essay of English Language Teaching

Saputra

2023

DE_JOURNAL

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“…A modified version of the European Language Portfolio (ELP) has been set up in the United Sates called 'Linguafolio' (Goundar, 2023). The nature of Fiji's linguistic background is similar to most other countries where English is used as a second language (Goundar & Bogitini, 2019). In Fiji, speakers use English as a second language and their L1 is iTaukei, Hindi, Rotuman, Japanese, Chinese or Korean among many others (Goundar, 2019).…”

Section: The Common European Framework Of Reference For Languages (Cefr)mentioning

confidence: 93%

Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

Goundar¹

2023

RES

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The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.

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“…Today, English functions as a home language primarily in families arising from intermarriage between people of different linguistic backgrounds (Goundar, 2023b). It has also been adopted as the home language by some native Fijians and Indo-Fijians for reasons of social mobility, job opportunities and educational pursuits (Chand, 2015a; Goundar and Bogitini, 2019).…”

Section: Context Of Language Issues Encountered By Higher Education S...mentioning

confidence: 99%

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

Goundar

2023

QRJ

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PurposeThe goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.Design/methodology/approachTo explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.FindingsThe four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.Originality/valueAlthough widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

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Error Analysis of Written Academic Essays of Fijian Undergraduate Students: A Case Study

Cited by 4 publications

References 0 publications

Students’ Error Analysis in Writing Essay of English Language Teaching

Students’ Error Analysis in Writing Essay of English Language Teaching

Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

Language, educational inequalities and epistemic access: crafting alternative pathways for Fiji

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