Common Errors of Online ESL Writing

Zyra Mae F. Dasco, MAED & Grace Hope P. Bautista, PhD (Co-Researcher)

 ABSTRACT

In the context of ESL learning, writing is one of the most difficult areas. This defines the problems encountered by ESL learners in writing even a single statement. This study aimed to analyze the common errors committed by Korean ESL learners and Filipino writing editors, as a basis in the formulation of a writing guide. Specifically it sought to answer the following: the profile of both Korean ESL learners and Filipino writing editors; the major errors commonly committed by Korean ESL learners and Filipino writing editors; the significant difference in the common errors in writing of both group of respondents; the significant relationship in the profile and in the common errors of the Korean ESL learners; and the formulation of a writing guide based on the result of the study. The researcher utilized the descriptive developmental research design through the  written works of the respondents regarding a common topic. Based on the findings of the study, the common errors committed by Korean ESL learners are sentence fragment, subject- verb agreement, verb tense, comma splice, comma splice, spelling, capitalization, omitted word, and articles. Hence, the formulation of a writing guide with relevance to the stated errors must be validated and used by online English company to cater the needs of improvement of not only the Korean ESL learners but for everyone who seek development of the English language.

Keywords: Online ESL, Errors Committed in Writing, Writing Guide

Background of the Study

Globally, the importance of learning the English language cannot be overstated for the main reason that it is a worldwide “lingua franca”. In various countries, English is perceived as either their first, second or foreign language. The English language plays a vital role in both Korea and the Philippines’ educational system and its occupational fields due to the importance of communication skills, including written English language proficiency and ability to speak English clearly with good pronunciation (https://bismarkstate.edu). Furthermore, in the situation that the ASEAN Economic Community AEC brings the competitions to its members, the countries are continuously investing in English trainings where they consider as tools for accelerating globalization (https://www.adb.org/sites/default/files/publication/31147/aec-work-progress.pdf). Thus, there is need to improve the writing skill of each citizen in order to compete with other countries in which the population is able to use English. The survey on Education First English Proficiency Index in 2015 stated that Korean students ranked 27^th from 70 countries which use English and it also expressed that despite the investment provided by the government of Korea in English education, the country still fails to improve their English proficiency (www.ef,com/epi/).

In a similar vein, a 2010 article in the Korea Times stated that Korean ranked number one in the world in money spent on English language education and 121st on English speaking and writing ability (www.prodsabroad.com). It was also stated that written composition compared to oral communication is less used in one’s daily life. However, Alonso (2013) explained that it does not follow that communication through writing should be accorded minimal attention especially in the planning of lessons by ESL teachers. Instead, because writing is more difficult, additional writing composition activities must be required in ESL learnings or classes. Importantly, the students should realize the importance of having sufficient writing skills needed for work, for instance, writing a cover letter or resume. This is because every career path requires its employees to write notes, memos, emails, and reports, all of  which require good writing skills to effectively communicate a certain set of ideas. Poor writing skills can indicate that they are not suitable for management positions, and are often implied as signs of lower performance. Writing compositions involves the expression of ideas that are precise without the aid of facial expressions, gesture, or even tone which enhance communication through speech. For a fact, the more compelling the idea and the greater communication, the more strenuous the writing becomes (http://www.skillsyouneed.com/general/communicationskills. html).

Conversely, due to the fact that English as a Foreign Language EFL and English as Second Language ESL students encounter problems in writing, it is difficult to accurately and appropriately convey their ideas. For Korean students, vocabulary and grammar seem to cause a great deal of difficulties in their academic writing (Siengsawang, 2006). Hence, the study of the syntactic errors is necessary. It would be beneficial for ESL and EFL teaching in order to develop the students’ English writing and raise their awareness, especially when the native language has influence on the production of the students’ academic English writing in terms of negative syntactic transfer. Surely, error analysis is essential in the language teaching pedagogy as it helps teachers identify the source of errors and take pedagogical precautions. Thus, the analysis of language learner is essential (Sabtu, 2010). Due to this result, most educational institutions and even online English companies began catering services that could help Korean learners excel in speaking, reading, listening, and writing the English language. Thus, the increasing demand for the Call Center for Education which focuses on the error analysis of ESL learners’ writing outputs has become one of the fast booming industries in different countries including the Philippines.

According to Jose L. Cuisa, the Philippines Ambassador to the United Stated, the Philippines that is an island nation of 100 million is quickly becoming the education center of Asia. He even stated that the country’s low prices, open culture, and quality schools are attracting record numbers of foreign students and that Koreans are leading the way. With this, these Online English companies particularly in the Philippines are continuously hiring qualified tutors as well as writing editors to teach English to ESL learners and to abridge the writing outputs of ESL learners, respectively. It can also be noted that not all hired ESL tutors and writing editors work in an office. Most Filipino ESL tutors and writing editors are home-based. Based on Philippine English Network PEN, they provide opportunities for college graduates and professionals form home-based part time job. Thus, tutors can manage the time for work flexibility according to their availability. They also added that with personal computer, stable broadband Internet connection, headset, camera, and SKYPE account, tutors can already handle online classes and editorial jobs (https://philippine-english.net/online-tutor/).

Not all of these tutors and editors are licensed English teachers. As a matter of fact, most of them have different field of specializations such as nursing, hotel and restaurant management, and computer Science but still have excellent communication and writing skills that qualify them for the said positions. However, since these ESL tutors and editors have no mastery in English rules especially grammar; they somehow commit syntactic errors in their teaching performance as well as in their essay corrections.  With this conditions, the researcher is challenged to pose this study to identify some syntactic errors that are common in the composition of ESL learners specifically Koreans as well as some Filipino essay editors and then bring out measures to enable the students and the editors to improve their  writing skills and use the English language flawlessly. Thus, this study will provide baseline data for a writing guide which will be of value to Online English teachers since it will make them aware of the common errors committed by their ESL students in writing. This awareness will also encourage them to add up lessons or reviews to improve their learners’ writing skill. Furthermore, the information will be useful for head teachers as well as essay editors’ team leaders in the evaluation of their teachers’ understanding of syntactic errors and rules in writing compositions.

Theoretical Framework

This study is influenced by numerous theories which tackled the process of writing in general and shed some light on teaching and learning strategies in writing. In non-technical language, acquisition is picking- up a language. Krashen’s theory of Second Language Acquisition consists of five (5) main hypotheses: 1) acquisition-learning, 2) monitor, 3) natural order, 4) input, and 5) affective filter.   

Particularly he stated language acquisitions as a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a feel for correctness. It was also stated that monitoring can make some contributions to the accuracy of an utterance however its use should be limited. In addition, language acquisition as stated in his theory occurs when learners receive messages that they can comprehend.

Furthermore, Piaget’s cognitive theory of language learning states that learning starts with adaptation. It notes that with adaptation through assimilation and accommodation, one can achieve language learning acquisition. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a reorganization of mental processes which is reorganized as a result of biological maturation and environmental experience.

Moreover, Edward Thorndike stated that trial and error were very essential in the learning process. He also believed that learning happens in increments and it does not involve insight. His law of recency is essential in learning. It states that the latest response will determine the next occurrence. In addition, Thorndike’s a law of exercise, which states that corrections become strengthened with practice and weakened when practice disassociate. It also discloses that the more given responses are connected with certain situation, the more likely they are to become part of that situation; the lesser they are used, the weaker they will become. That is to say that the more continual learning is enforced, the better the assimilation process is; thus learning becomes more compelling and substantial.

All these theories are relevant to this study in a way that the grammar need of the target respondents in writing was determined. In addition, lessons in the writing guide in Online ESL starts from easy to more complex ones.

Statement of the Problem

This study sought to identify the syntactic errors committed by both Korean ESL learners and Filipino Writing Editors in writing as basis for the formulation of a Writing Guide in Online ESL. Specifically, it sought to answer the following questions:

1.What is the profile of Korean ESL learners in terms their level and years of online learning exposure?

2. What is the profile of Filipino writing editors according to their field of specialization, years of online teaching exposure and teaching experience?

3. What are the major errors commonly committed by Korean ESL learners in writing?

4. What are the major errors commonly committed by Filipino writing editors in writing?

5. Is there a significant difference in the common errors in writing between the Korean ESL Learners and the Filipino writing editors?

6. Is there a significant relationship between the profile and the common errors committed by the Korean ESL Learners?

7. What writing guide can be formulated based on the result of the study?

8. What is the validity level of the proposed writing guide?

Hypotheses

1. There is no significant difference between the common errors in writing of Korean ESL learners and Filipino Writing Editors.
2. There is no significant relationship between the profile and the common errors committed by Korean ESL learners.

Method

To identify the common errors of Filipino Writing editors Intermediate Level Korean ESL learners in their written works, the descriptive method was used. This method aimed to identify whether the errors are significantly or insignificantly different when the subjects were grouped separately according to (17) seventeen types of errors such as sentence fragment, subject-verb agreement, verb tense, comma splice,  spelling, pluralization, punctuation usage, end marks, capitalization,  wrong word/ faulty expression, omitted word, possessive and attributive structure, preposition, word order, other agreement errors,  negative construction, and articles. The participants of this research were the 50 Intermediate Level Korean ESL learners who are enrolled in E-writing for the month of August, 2016 who wrote an essay on the topic “Things You Treasure”. The necessary data for this study were gathered through the following steps: First, the researcher got in touch with the chosen company via Skype and email and asked permission to collect the written outputs of Intermediate Level Korean ESL learners and all ESL Writing editors. Second, the Intermediate level ESL learners as well as the Filipino writing editors were assigned to write an essay on a single topic. Then, the written works were collected and analyzed. Third, the errors were marked on the students’ written works with symbols such as FRAG for sentence fragment, S/V for subject- verb agreement, V/T for verb tense, CS for comma splice, S for spelling, P for pluralization, PU for punctuation usage, EM for end marks, C for capitalization, WW/E for wrong word/ faulty expression, OW for omitted word, PAS for possessive and attributive structure, PR for preposition, WO for word order, OAE for other agreement errors, NC for negative construction, and AR for articles. Then, the errors that were found in both the Intermediate level ESL learners as well as the Filipino writing editors’ written works were grouped according to their type. Fourth, after being analyzed and grouped, the frequency count of the types of errors was identified based on the number of times each error was repeatedly committed by the respondents. Fifth, to arrive at a more comprehensive and manageable data in assessing the writing skill of the learners and writing editor respondents, the data was categorized. Last, the errors with a descriptive equivalent of very strongly committed, very much committed, or moderately committed were considered as the common errors in the respondents’ essays. The data gathered were managed using descriptive and inferential statistics.

Results and Discussions

Profile of the Korean ESL Learners. With regard to the intermediate level of ESL learners, it showed that 27 or 54% of the respondents are in Level 2 which has a description of being able to write in situations that are contextualized and familiar. Such ESL learners with this level use common vocabulary and high frequency words in simple, structured sentences that they have been repeatedly exposed to in class. In addition, they commit primary language errors with some spelling, literal translation, and grammar (eslhelp4teachers.weebly).

However, it was also seen from the result that only 4 or 8% of the respondents are in Level 3 which actually has a description of having the skill to create statements and questions well enough to meet practical needs with limited social demand. Students in this level can also write short messages, notes, letters, paragraphs, and even short compositions and do simple note taking. This implies that most ESL learners have an average level when it comes to their English skills and only few were assessed to have an above average level as to their English skill in writing, speaking, reading, and listening. Also part of the variables in was the years of online exposure of ESL learners wherein 2-3 years exposure posted a frequency of 32 that is 64% of the total respondents, 1-2 years exposure with 18 or 36% of ESL learners. Such data revealed that most ESL learners are only exposed in online English classes within a limited time. This is due to the common idea that there are numerous factors that may affect the classes done online. One of which is the poor Internet connection speed.

Profile of Filipino ESL Editors. Based on the result, 6 or 30% of the Filipino writing editor respondents graduated Bachelor of Arts in either Liberal Arts or Sciences. Conversely, with the lowest frequency of 0, it presents that none of the Filipino writing editors graduated Bachelor of Arts in Accountancy. This shows that the industry of Online English tutorials and writing editorials is open to applicants with various specialization. Another variable explored in this area was the previous teaching experiences of the Filipino writing editors. Based on the table, 9 or 45% of the Filipino writing editors do not have any teaching experiences. In contrary, none of the respondents have experienced teaching online and other occupations available in their locality.

Common Errors Committed by Korean ESL learners in Writing. The result of the study showed that spelling registered the highest common error committed by Korean ESL learners which was described to be very much highly committed. This shows that as many English words are not spelled as they are spoken, it causes immense confusion to ESL learners. Numerous researchers found that these second language learners do not perceive and manipulate the sound system and its corresponding written code effectively (Robin Schwarz 2006).

Sentence fragment was another most commonly committed error among the respondents followed by omission of necessary words and comma splice with a frequency of errors at 165 descriptively rated to be very much committed, 110 and 103, respectively which were both described as moderately committed. It is known that sentences are usually with subject and verb and expresses a concrete and complete idea.

In addition, subject-verb agreement is also considered a common error when it comes to written compositions of ESL learners. With a mean value of 151 described as very much committed which is also connected to verb tense that also has a 107 which is described as moderately committed. This shows that since ESL learners have difficulties in the tenses of verb, it surely follows that they also have difficulties in subject- verb agreements. Error  in the use of articles with a registered frequency of 150 times commission meant that this area was very much committed. This actually showed that the proper usage of articles a, an, and the is one of the confusing parts of constructing a complete sentences. This is due to the idea that there are some nouns that are considered plural yet assumes a singular form. Also, there are nouns that do not need certain articles that would modify them. Such nouns like name of countries that are in singular form like Korea.

Moreover, the error in capitalization with a mean of 143 was classified as very much committed as shown in the table. The most acceptable reason for such error in online essay writing is the program presented in their Microsoft Word application. Though such program enables learners to write fast, it also encourages learners to depend on the autocorrect function and no longer focusing on the right capitalization of some terms especially when such error is in the negligence of placing an appropriate end mark.

Common Errors in Writing by Filipino Writing Editors. The most committed errors by Filipino editors were capitalization, subject-verb agreement, verb tense, end marks, and punctuation have a mean of 10, 3, 3, 2, and 1 respectively. These errors were described to be  not much committed. This is for the fact that unlike Korean ways on learning the English language, most schools in the Philippines makes it a point to allow its students to practice the grammatical concept of writing a sentence. 

Difference in the Common Writing Errors of Korean ESL learners and Filipino Writing Editors. Korean ESL learners and the Filipino writing editors significantly differed in their common errors committed. This means that the Filipino writing editors show lesser error as compared with the Korean learners. The findings showed no significant relationship between the Intermediate level of Korean ESL learners and the errors they committed in writing. This means that the errors committed by the Korean ESL learners do not depend on their intermediate level. There could be other factors that could affect the performance of the ELS Korean learners in writing. One of the other factors that affect the proficiency of the Korean learners especially in writing is the difference in the sentence structure. This is because English has a strict Subject- Verb- Object order that needs lots of practice to perfect. The writer addresses what a subject is going to do to an object.

Significant Relationship of the Years of Online Exposure of Korean ESL Learners and their Common Errors. It can be seen from table 7 that among the errors committed by the learners with computed value of 0.25, only the sentence fragment shows a significant relationship with the years of online exposure of Korean ESL learners. This means that errors committed by the ESL Korean learners can be associated on their years of online exposure. Further, it can be seen from the table that there is an inverse relationship between the said variables. It can be inferred that the more years they study online the less sentence fragment errors they commit. Students nowadays are digital natives and  they deserve to be taught with 21st century technology. Most Korean ESL learners are enrolled in online English classes. Such classes motivate student online through interactive learning environments.

Conclusion and Recommendation

In light of the findings of the study, the following conclusions were drawn: writing complete sentences is the most common error of Korean ESL learners; the errors of the Filipino writing editors in writing compositions are not affecting the number of errors committed by Korean ESL learners; even with a longer online exposure, Korean ESL learners’ sentence fragment errors tend to increase. This is due to the other factors; a writing guide for ESL learners is viable for the improvement of ESL learners’ writing skills.

Based on the conclusions of the study, the following points are strongly recommended: online classes should focus on sentence structures and grammar lessons and the validated writing guide can be adopted; and a parallel research can be done incorporating other variable not in this study.

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