Investigating the Impacts of Grammatical Mistakes of English Writing and Speaking Skills in English Department Students at Sayed Jamaluddin Afghani University
##plugins.themes.academic_pro.article.main##
Abstract
The purpose of this study is to evaluate the English language proficiency of Sayed Jamaluddin Afghani University students enrolled in the English Department. It primarily looks at the grammatical mistakes that impede kids' language development and how they affect their ability to communicate. A structured questionnaire was used in a quantitative survey with a sample of 120 students in order to collect data. The results show that improper application of linguistic norms, infrequent practice, and the effect of students' native language, which frequently interferes with English usage, are the primary causes of grammatical errors. The efficacy and clarity of students' speech are greatly impacted by these errors. According to the study's findings, English professors should implement specialized courses that emphasize communicative grammar instruction. It also recommends giving students regular chances to practice active language usage, which can improve their overall communication skills and grammatical precision, ultimately increasing their English proficiency.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
- Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to educational research.
- Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. London: Routledge.
- Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
- Celce-Murcia, M., & Larsen-Freeman, D. (1999). The Grammar Book: An ESL/EFL Teacher's Course. Heinle & Heinle.
- Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Abingdon, UK: Routledge.
- Cook, V. (2008). Second Language Learning and Language Teaching (4th ed.). Hodder Education.
- Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford University Press.
- Creswell, J. W., & Creswell, J. D. (2014). Research desing: qualitative, quantitative and mixed methods approaches (Vol. 54). United State of America: Sage Publications.
- Dulay, H., & Burt, M. (1974). Errors and Strategies in Child Second Language Acquisition. Oxford University Press.
- Ellis, R. (2006). The Study of Second Language Acquisition. Oxford University Press.
- Hashim, A. (2015). Grammatical errors in ESL students’ writing: Causes and strategies. Journal of Language Studies, 8(2), 45–56.
- Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum Associates.
- Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167.
- Hyland, K. (2016). Teaching and Researching Writing (3rd ed.). Routledge.
- James, C. (2013). Errors in Language Learning and Use: Exploring Error Analysis. Routledge.
- Khan, A. (2019). Common grammatical errors among Afghan EFL learners. International Journal of English Linguistics, 9(4), 100–110.
- Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon Press.
- Rahimi, F. (2020). Grammatical competence and writing proficiency among Afghan university students. Afghan Journal of Education and Linguistics, 2(1), 56–68.
- Rahimi, F., & Samadi, H. (2022). English teachers' opinions on challenges face in teaching English as foreign language: The case of Jalalabad selected secondary schools. Journal of Research Initiatives, 6(1), 7.
- Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Longman.
- Thornbury, S. (2005). How to Teach Speaking. Pearson Education ESL.
- Weigle, S. C. (2002). Assessing writing. Cambridge, UK: Cambridge University Press.
- Yaseeni, P., Rahimi, F., & Sahil, F. (2024). Analyzing Common Mistakes in First-Year Medicine Faculty Students' Paragraph Writing. Journal of Research Initiatives, 8(3), 7.
- Zhang, S. (2009). The role of input, interaction and output in the development of oral fluency. English Language Teaching, 2(4), 91–100. https://doi.org/10.5539/elt.v2n4p91