Lexical Collocation Errors in Essay Writing: A Study into Vietnamese EFL Students and Their Perceptions

Do, Ngoc Hoang My; Le, Quang Thao

doi:10.54855/ijli.23221

Cited by 5 publications

(2 citation statements)

References 30 publications

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“…Especially, among these challenges, the aspect of "allotted time" was the most significant problem for the learners. Similarly, Do and Le (2023) carried out on 104 English majors at a private university in Vietnam. The results show that Verb + Noun and Adjective + Noun are the two most common lexical collocation errors, which are attributed to learners' lack of competence, negative transfer, synonym strategy, and approximation.…”

Section: Papers Conducted In Vietnammentioning

confidence: 99%

A Study on the Difficulties Encountered by Senior Students of English in Writing Essay Task 2

Phung,

2024

EJEL

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This study focuses on understanding the obstacles encountered by senior students at FE-UFLS-UD when writing task 2 of the C1.2 End-of-Course Test, along with the factors contributing to these challenges and proposed remedies. Data was gathered from 42 students who studied in the C1.2 Writing subject and took the C1.2 End-of-Course Test. The study employed an open-ended questionnaire and semi-structured interviews, the study employed thematic coding and qualitative methods to analyze the collected data, revealing the presence of affective, cognitive, and linguistic difficulties and their underlying causes. Based on these findings, the study offers recommendations to address these issues. Importantly, the research encourages students to utilize the insights gained from the study to enhance their study approaches and prepare for both the C1.2 End-of-Course Test and the VSTEP exam. Additionally, teachers can take the findings as guidance to assist students to improve their writing skills effectively. Article visualizations:<img src="/-counters-/soc/0587/a.php" alt="Hit counter" />

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Section: Papers Conducted In Vietnammentioning

confidence: 99%

A Study on the Difficulties Encountered by Senior Students of English in Writing Essay Task 2

Phung,

2024

EJEL

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“…Similarly, Castle Learning (2019) mentioned on their blog titled "The Academic Benefits of Modeling" confirms that modeling or the use of models can empower the students to begin their tasks giving them the confidence to proceed and even allowing teachers to monitor their students who need extra support. Do et al (2023) re-assert the importance of teachers in becoming mentors and models to guide their learners in acquiring skills needed in the language learning classroom.…”

Section: Significantmentioning

confidence: 99%

Verbal instructional modeling: An intervention to improve students' perceived level of confidence in critical thinking skills

Esparrago-Kalidas,

Manla,

Agot

et al. 2023

ijli

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Verbal instructional modeling is a concept put forward by Albert Bandura (1977) under Observational Learning which assumed that when certain explanations and descriptions were presented, learning was enhanced. This study banks on this concept and confirms whether Verbal Instructional Modeling helped improve the perceived confidence of Grade 10 students from a private school in the Philippines in terms of their critical thinking skills. The study made use of a practical action research design and used a 6-point Likert Scale Questionnaire. Employing convenience sampling, the researchers collected the data pre- and post-implementation, describing the perceived level of confidence of the participants before and after the intervention. The data was then analyzed and interpreted with the use of the T-test. The study's results confirmed that Verbal Instructional Modeling improves the respondents' perceived confidence level in their critical-thinking skills. Therefore, the researchers recommend continued use of Verbal Instructional Modeling in classroom interactions.

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In-service teacher’s perceptions toward teaching collocation to intermediate EFL learner’s productive skills

Truong,

Van

2024

ictep

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Collocations play a crucial role in second language learning and teaching, especially in relation to writing and speaking skills. The existing studies examine teachers' more personal and subjective views in using collocations to teach productive skills. Moreover, previous studies have been limited to discovering possible teaching approaches to assist teachers in effectively teaching collocations at the intermediate level. The current study aims to investigate teachers' perceptions of the challenges of teaching collocations to enhance EFL learners’ productive skills at the intermediate level. To get optimal results, twenty in-service teachers who are pursuing master’s degrees in English linguistics contribute to answering the research questionnaire. The study’s findings indicate that collocations are important for students to generate the English language, and most teachers found it difficult to teach their learners to use collocations accurately in writing and speaking skills. Furthermore, the researchers found the limitations and suggestions to conduct in future research about teaching collocation.

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Lexical Collocation Errors in Essay Writing: A Study into Vietnamese EFL Students and Their Perceptions

Cited by 5 publications

References 30 publications

A Study on the Difficulties Encountered by Senior Students of English in Writing Essay Task 2

A Study on the Difficulties Encountered by Senior Students of English in Writing Essay Task 2

Verbal instructional modeling: An intervention to improve students' perceived level of confidence in critical thinking skills

In-service teacher’s perceptions toward teaching collocation to intermediate EFL learner’s productive skills

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