The Development of English Grammar Error Analysis Skills of Standardized Tests Based on Behaviourist Theory for Thai University students: The Case Study of Lampang Rajabhat University Students
Article Sidebar
Main Article Content
Abstract
Pre-service English teachers need to have strong background knowledge of English grammar to contribute to their content knowledge and support the literacy development of the students in their classrooms, as well as successfully complete standardized tests used to assess English proficiency at the university level. The aim of this study was to develop English grammar error analysis skills of students enrolled in the English program at the Faculty of Education at Lampang Rajabhat University. The target group in this study was 28 Year 4 students. This study was based on behaviourist theory and involved multiple steps, namely content analysis, a pre-test, exam practice, a post-test and data analysis. This study focused on Chulalongkorn University Test of English Proficiency (CU-TEP). This is because the test is used to assess the general English proficiency of people who use English as a foreign language studying at the bachelor's degree level and above. Test results were statistically analysed for percentages, means and standard deviations. The difference between total pre-test and post-test scores was 94 or 11.19%, with a mean difference of 3.36 and standard deviation of 4.52. The most common grammatical items in the tests pertained to passive voice and verb agreement. Based on these results, it can be seen that English grammar error analysis skills can be developed by using the behaviourist theory and this can support pre-service English teachers to teach grammar more effectively. Also, their proficiency in English language skills based on standardized tests could be improved.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice articles, information, images, etc. was published in this Journal of Yala Rajabhat University is a copyright of the journal Yala Rajabhat University. If any person or deparment wants to bring all or part of it for publish or take any action. Authorization is required in written form from the Journal of Yala Rajabhat University only.
References
Alfiyani, L. (2012). An analysis of grammatical errors in writing among the second semester students of English department of Yogyakarta State University in the academic year of 2011/2012. Master’s Thesis, Yogyakarta State University, Indonesia.
Chang, S. (2011). A contrastive study of grammar translation method and communicative approach in teaching English grammar. English Language Teaching, 4(2), 13–24.
Chulalongkorn University Language Institute. (2020). Practice test I and II (10th ed.). Bangkok: Chulalongkorn University Press.
Imlakiyah, I. (2016). An error analysis of students’ personal writing recount text at the eighth grade students of MTs. Bachelor’s Thesis. IAIN Syekh Nurjati Cirebon.
Jabeen, A. (2015). The role of error analysis in teaching and learning of second and foreign of language. Education and Linguistic Research, 1(2), 52-61.
Khumphee, S. & Yodkamlue, B. (2017). Grammatical errors in English essays written by Thai EFL undergraduate students. Journal of Education Mahasarakham University, 11(4), 139-154.
Language Centre Lampang Rajabhat University. (2020). The report of CEFR test results. Retrieved November 5th, 2020, from http://www.lc.lpru.ac.th/?page=repexit.php.
Ling, Z. (2015). Explicit grammar and implicit grammar teaching for English major students in university. Sino-US English Teaching, 12(8), 556-560.
Phettongkam, H. (2013). Error analysis and its’ implications in communicative English language teaching. Thammasat Review, 16(3), 96-108.
Pianpadungporn, S. (2017). The development of a computer-based contextualized diagnostic English grammar assessment to investigate English grammar competence of pre-service teachers in Thailand. Doctorate’ Thesis. University of Wollongong.
Teng, B. & Sinwongsuwat, K. (2015). Teaching and learning English in Thailand and the integration of conversation analysis (CA) into the classroom. Teaching and Learning English, 8(3), 13-23.
