Common Grammatical Errors In Writing

This part summarizes the findings and presents the implications, limitations of the study and some recommendations for further research.
1. Conclusion
The study aims at pointing out common grammatical errors in writing made by intake 11 English major students at HaUI. The main objectives of the research are to find out the most common grammatical errors in the first-year students’ writing, some causes and possible solutions to minimize them.
In order to answer three research questions proposed in the introduction, quantitative was applied as the main method. Besides, in an attempt to obtain the required data, two data collection instruments including survey questionnaires as well as progress and midterm writing tests were used in this study.

The four most serious grammatical errors were preposition, article, pluralization and subject-verb agreement errors, in which using the preposition and article correctly seemed the most challenging to the students.
In terms of question 2 “What are causes of grammatical errors in writing?”, the findings from the students and teachers’ questionnaire showed that interference of mother tongue was the main reason for making grammatical errors. This was shown clearly in the students’ writing. They often obeyed Vietnamese grammatical rules to write in English, which resulted in silly grammatical errors in writing. Moreover, an incomplete application of rules and ignorance of rule restrictions were also negative impacts on students’

Limitations and recommendations for further study
In spite of making great efforts to conduct the study, there exists some unavoidable limitations. Firstly, in terms of methodology, the collected data were mainly from 46 students’ written tests and survey questionnaires for 120 students and 5 writing teachers. They might not fully reflect all aspects of grammatical errors in writing at HaUI. Therefore, future research may combine survey questionnaires with direct writing tests or direct interview as research instruments to get a more reliable and complete result.
Secondly, the participants of the study were merely limited to the first-year students and teachers at FFL (HaUI). The grammatical errors would be indicated clearly if the participants were non-English major students such as accounting, business administration, information technology and so on.
Finally, due to limited time, the study only focused on indicating common grammatical errors in students’ writing and dealt with error correction technique to help the students avoid grammatical errors. Hopefully, therefore, there will be further researches on other methods to tackle this