Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand
Main Article Content
Abstract
In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995 – 2009) and Generation Alpha (2010 – 2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder’s (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aarts, B. (2011). New Oxford modern English grammar. Oxford University Press. https://lib.pardistalk.ir/library/Oxford-Modern-English-Grammar.pdf
Al-Ahdal, A. (2020). Using computer software as a tool of error analysis: Giving EFL teachers and learners a much-needed impetus. International Journal of Innovation, Creativity and Change, 12(2), 418–437. https://ssrn.com/abstract=3570619
Almusharraf, N., & Alotaibi, H. (2022). An error-analysis study from an EFL writing context: Human and automated essay scoring approaches. Technology, Knowledge and Learning, 28, 1015–1031. https://doi.org/10.1007/s10758-022-09592-z
Amnuai, W. (2020). An error analysis of research project abstracts written by Thai undergraduate students. Advances in Language and Literary Studies, 11(4), 13–20. https://journals.aiac.org.au/index.php/alls/article/view/6396
Astanina, A., & Kuznetsov, I. (2020). Linguistic imperialism in EFL teaching: New role of a teacher in educating Generation Z. Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020), 447, 16–20. https://doi.org/10.2991/assehr.k.200723.004
Apaydin, Ç., & Kaya, F. (2020). An analysis of the preschool teachers’ views on Alpha generation. European Journal of Education Studies, 6(11), 123–141. https://doi.org/10.5281/zenodo.3627158
Brown, H. D. (2007). Principles of language and teaching (5th ed.). Pearson Education.
Burton-Roberts, N. (2011). Analysing sentences: An introduction to English syntax (3rd ed.). Pearson Education Limited. https://langfaculty-aden.com/books/1/master/1.pdf
Corder, S. P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5(4), 161–170.
Corder, S. P. (1974). Error analysis, interlanguage and second language acquisition. Language Teaching, 8(4), 201–218. https://doi.org/10.1017/S0261444800002822
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Darasawang, P. (2007). English language teaching and education in Thailand: A decade of change. Cambridge Scholars Publishing.
Debora, N. (2018). An analysis of grammatical errors in writing paragraph made by eleventh grade students of accounting in SMK N 1 Jambi academic year 2017/2018 [Unpublished master’s thesis]. Batanghari University.
Deerajviset, P. (2022). Research trends in the use of technology in English language education in ASEAN. Journal of Mekong Societies, 18(2), 76–104. https://so03.tci-thaijo.org/index.php/mekongjournal/article/view/261369
Demi̇ṙ , B., & Sönmez, G. (2021). Generation Z students’ expectations from English language instruction. Journal of Language and Linguistic Studies, 17(1), 683–701. https://www.jlls.org/index.php/jlls/article/view/2253
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21–28. https://doi.org/10.1016/j.chb.2015.11.023
Dueraman, B. (2013). Focus on Thai learners of English: Their self-reports about foreign language learning. International Research Journal of Arts and Social Sciences, 2(7), 176–186. https://www.interesjournals.org/articles/focus-on-thai-learners-of-english-their-selfreports-about-foreign-language-learning.pdf
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Ellis, R. (1997). Second language acquisition. Oxford University Press.
Fitria, R., Sabarun, S., & Miftah, M. Z. (2022). Students’ perception of the use of Grammarly in undergraduate thesis writing. PROJECT (Professional Journal of English Education), 5(2), 366–371. https://doi.org/10.22460/project.v5i2.p366-371
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Routledge.
Hakiki, G. N. R. (2021). Perception of EFL students on the use Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99–106. https://doi.org/10.31605/eduvelop.v4i2.891
Harmanto, B. (2013). Teaching English to generation Z students (New concept of young learners). In H. Margana & P. Ari (Eds.), Bringing the 2013 curriculum to light (pp. 74–81). UNY Press. http://eprints.umpo.ac.id/1752/
Helmiyadi. (2018). An error analysis of students’ grammar in writing: A mix method at Darul Ulum, a private Islamic boarding senior high school in Lhok seumawe. Getsempena English Education Journal, 5(2), 65–73. https://ejournal.bbg.ac.id/geej/article/view/828
Horvat, M. V., & Kuzma-Kachur, M. I. (2021). Professional activity of an elementary school teacher with students of the alpha generation. Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, 7(1), 26–35. https://doi.org/10.52534/msu-pp.7(1).2021.26-35
Ismawati, I., Akib, E., & Muhsin, A. (2021). How errors made in essay writing: An analysis using Grammarly software in EFL students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1), 365–375. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1815/1432
James, C. (1998). Errors in language learning and use. Routledge.
Jenwitheesuk, T. (2009, August 23-29). A study of persisted syntactic errors in writing of the 3rd year students of English for international communication program [Paper presentation]. International Conference on the Role of Universities in Hands-On Education, Chiang Mai, Thailand. https://www.thaiscience.info/Article%20for%20ThaiScience/Article/61/10018721.pdf
Jukić, R., & Škojo, T. (2021). The educational needs of the alpha generation. In K. Skala (Ed.), 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 564–569). Mipro. https://ieeexplore.ieee.org/document/9597106
Kampookaew, P. (2020). An analysis of grammatical errors made by Thai EFL university students in an EAP writing class: Issues and recommendations. rEFLections, 27(2), 246–273. https://doi.org/10.61508/refl.v27i2.248862
Kaweera, C. (2013). Writing error: A review of interlingual and intralingual interference in EFL context. English Language Teaching, 6(7), 9–18. https://doi.org/10.5539/elt.v6n7p9
Khatter, S. (2019). An analysis of the most common essay writing errors among EFL Saudi female learners (Majmaah University). Arab World English Journal (AWEJ), 10(3), 364–381. https://doi.org/10.24093/awej/vol10no3.26
Khirzani, A. F., Yin, S. S. Y., Said, N. M., Singh, R. K. S. P., & Hashim, H. (2023). Examining language learning strategies (LLS) through the lens of Gen Alpha ESL learners. International Journal of Academic Research in Business & Social Sciences, 13(7). https://doi.org/10.6007/ijarbss/v13-i7/17755
Kongkapet, N. (2007). Effects of web-based English reading instruction using project-based language learning on reading comprehension ability of Phetchaburi Rajabhat University students [Unpublished master’s thesis]. Chulalongkorn University.
Köpfer, P. (2022). Teachers’ perspectives on dealing with students’ errors. Frontier in Education, 7, Article 868729.
https://doi.org/10.3389/feduc.2022.868729
Kulsirisawad, P. (2014). Coming to understand Thai EFL student writers’ problems with verb related errors. Manutsat Paritat: Journal of Humanities, 36(1), 17–28. https://ejournals.swu.ac.th/index.php/hm/article/view/4277
Liu, X., Wang, M., Zhang, L., & Zhou, M. (2022). Intralingual errors in grammatical aspects of Chinese university L2 learners’ compositions. Proceedings of the 2022 3rd International Conference on Language, Art and Cultural Exchange (ICLACE 2022), 673, 751–756. https://www.atlantis-press.com/proceedings/iclace-22/125976206
McCrindle. (2024). Gen Z and Gen Alpha infographic update. Retrieved October 20, 2023 from https://mccrindle.com.au/article/topic/generation-z/gen-z-and-gen-alpha-infographic-update/
McCrindle, M., & Wolfinger, E. (2014). The ABC of XYZ: Understanding the global generations (3rd ed.). McCrindle Research Pty Ltd. https://www.saspa.com.au/wp-content/uploads/2016/02/The-ABC-of-XYZ_Chapter-1.pdf
McCrindle, M., & F ell, A . (2020). Understanding Ge neration Alpha . McCrindle R esearch P ty L td. https://generationalpha.com/wp-content/uploads/2020/02/Understanding-Generation-Alpha-McCrindle.pdf
Nagy, Á., & Kölcsey, A. (2017). Generation alpha: Marketing or science. Acta Educationis Generalis, 7(1), 107–115. https://doi.org/10.1515/atd-2017-0007
Nonkukhetkhong, K. (2013). Grammatical error analysis of the first year English major students, Udon Thani Rajabhat University. The Asian Conference on Language Learning 2013 – Official Conference Proceedings, 2013, 117–126. https://papers.iafor.org/submissionacll2013_0068/
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139–147. https://doi.org/10.5539/elt.v6n11p139
Nur Fitria, T. (2021). "Grammarly" as AI-powered English writing assistant: Students' alternative for English writing. Metathesis Journal of English Language Literature and Teaching, 5(1), 65–78. https://doi.org/10.31002/metathesis.v5i1.3519
Patarapongsanti, A.,Thongsan, N., C., Sukrutrit, P., Para, C., & Saphanuchart, N. (2022). An analysis of errors in business-oriented written paragraphs of the Thai EFL undergraduates. English Language Teaching, 15(7), 136–148. https://doi.org/10.5539/elt.v15n7p136
Phetdannuea, F., & Ngonkum, S. (2017). An analysis of interlingual errors and intralingual errors in Thai EFL students’ writing at Khon Kaen University. KKU Research Journal Humanities and Social Sciences, 4(2), 35–51. https://so04.tci-thaijo.org/index.php/gskkuhs/article/view/99525
Phoocharoensil, S. (2022). ELT and AL research trends in Thai SCOPUS-indexed journals. PASAA Journal, 64, 163–193. https://www.culi.chula.ac.th/en/pasaa/view/2
Phuket, P. R. N., & Othman, N. B. (2015). Understanding EFL students' errors in writing. Journal of Education and Practice, 6(32), 99–106. https://iiste.org/Journals/index.php/JEP/article/view/27322
Poláková, P., & Klímová, B. (2019). Mobile technology and Generation Z in the English language classroom – a preliminary study. Education Sciences, 9(3), Article 203. https://doi.org/10.3390/educsci9030203
Pongpairoj, N. (2019). Thai university undergraduates' errors in English writing. Language and Linguistics, 20(2), 66–99. https://so04.tci-thaijo.org/index.php/joling/article/view/180716
Pongsukvajchakul, P. (2019). Error analysis in English paragraph writings of Thai university students. Udon Thani Rajabhat University Journal of Humanities and Social Science, 8(2), 141–155. https://so06.tci-thaijo.org/index.php/hsudru/article/view/187684
Pratama, Y. D. (2020). The investigation of using Grammarly as online grammar checker in the process of writing. English Ideas: Journal of English Language Education, 1(1), 46–54. https://journal.unsika.ac.id/index.php/IDEAS/article/view/4180
Promsupa, P., Varasarin, P., & Brudhiprabha, P. (2017). An analysis of grammatical errors in English writing of Thai university students. HRD Journal, 8(1), 93–104. https://ojs.lib.buu.ac.th/index.php/hrd/article/view/5587
Putamata, J. (2011). An error analysis of Thai writing of third year Thai-major exchange students from Department of Asian Languages and Culture, Guangdong University of Foreign Studies in 2009. Journal of Korean Association of Thai Studies, 18(1), 189–205. https://www.kci.go.kr/kciportal/landing/article.kci?arti_id=ART001585444
Ramadhani, A. S., Dewi, U., Syahnaz, M., & Klhwele, J. K. (2023). The effectiveness of using Padlet in collaborative writing based on students’ perceptions. Child Education Journal, 5(1), 36–48. https://doi.org/10.33086/cej.v5i1.3767
Rao, M., Gain, A., & Bhat, S. (2019). Usage of Grammarly – Online grammar and spelling checker tool at the health sciences library, manipal academy of higher education, manipal: A study. Library Philosophy and Practice (e-Journal), 2019, Article 2610. https://digitalcommons.unl.edu/libphilprac/2610/
Richards, J. C. (1971). A non-contrastive approach to error analysis. ELT Journal, 25(3), 204–219. https://doi.org/10.1093/elt/xxv.3.204
Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education Limited.
Sahu, S., Vishwakarma, Y., Kori, J., & Thakur, J. (2020). Evaluating performance of different grammar checking tools. International Journal of Advanced Trends in Computer Science and Engineering, 9(2), 2227–2233. https://doi.org/10.30534/ijatcse/2020/201922020
Šramová, B., & Pavelka, J. (2023). Generation Alpha media consumption during COVID-19 and teachers’ standpoint. Media and Communication, 11(4), 227–238. https://doi.org/10.17645/mac.v11i4.7158
Sari, E. M. P. (2016). Interlingual errors and intralingual errors found in narrative text written by EFL students in Lampung. Jurnal Penelitian Humaniora, 17(2), 87–95. https://doi.org/10.23917/humaniora.v17i2.2501
Sari, I. K. S., Rahayu, A., & Darmawati, Y. P. (2023). Using Canva to improve the creativity of elementary school students grade 5 in Yogyakarta. Proceedings of International Conference on Teacher Profession Education, 1(1), 656–670. https://seminar.ustjogja.ac.id/index.php/ICoTPE/article/view/887/565
Sattayatham, A., & Somchoen, H., Jr. (2007). Medical students’ most frequent errors at Mahidol University, Thailand. The Asian EFL Journal, 9(1), 170–194. https://www.asian-efl-journal.com/main-editions-new/medicalstudents-most-frequent-errors-at-mahidol-university-thailand/index.htm
Seddik, M. (2023). Error analysis in EFL students’ writing skill. Journal of English Language Teaching and Applied Linguistics, 5(4), 163–172. https://doi.org/10.32996/jeltal.2023.5.4.16
Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: A case study of Thai EFL students. English Language Teaching, 10(3), 101–110. https://doi.org/10.5539/elt.v10n3p101
Solihat, D., & Novianti, D. (2015). Error analysis of writing verbs in discussion text. ENGLISH REVIEW: Journal of English Education, 4(1), 75–81. https://doi.org/10.25134/erjee.v4i1.309
Suvarnamani, S. (2017). A study of grammatical and lexical errors in descriptive writing of first year arts students at Silapakorn University. Silapakorn University Journal of Social Sciences, Humanities, and Arts, 17(2), 239–264. https://doi.org/10.14456/sujsha.2017.3
Soly, N., Benny, K., & Thomas, M. R. (2021). Technological perspectives of education for Generation Z and Generation Alpha. Utkal Historical Research Journal, 34(3), 153–169. https://www.researchgate.net/publication/353345012_TECHNOLOGICAL_PERSPECTIVES_OF_EDUCATION_FOR_GENERATION_Z_AND_
GENERATION_ALPHA
Toyon, M. A. S. (2021). Explanatory sequential design of mixed methods research: Phases and challenges. International Journal of Research in Business and Social Science, 10(5), 253–260. https://doi.org/10.20525/ijrbs.v10i5.1262
Vazariah, U., & Rozimela, Y. (2020). An error analysis on verb usage in the texts written by EFL senior high school students. Journal of English Language Teaching, 9(1), 231–240. https://ejournal.unp.ac.id/index.php/jelt/article/view/108152
Visaltanachoti, C., Viriyavejakul, C., & Ratanaolarn, T. (2021). Teaching English to Thai students using an artificial intelligence technology algorithmic model: A prototype analysis. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 5623–5630. https://turcomat.org/index.php/turkbilmat/article/view/11718
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ writing errors in different text types: The interference of the first language. English Language Teaching, 6(1), 67–78. https://doi.org/10.5539/elt.v6n1p67
Whitehead, E. (2023). Augmented skills of educators teaching generation Z. Excellence in Education Journal, 12(1), 32–54. https://www.excellenceineducationjournal.org/wp-content/uploads/2023/01/EEJwinter2023.pdf
Wijayanti, S. D., Sumarta, S., & Rahmawati, M. (2021). Teachers’ perception on the effectiveness using Grammarly as a tool for writing assessment. LINGUISTIK: Jurnal Bahasa dan Sastra, 6(2), 342–355. http://jurnal.um-tapsel.ac.id/index.php/Linguistik/article/view/4205
Wongpattanakit, K. (2006). Effects of a web-based English reading instruction program based on the cognitive academic language learning approach on pre cadets’reading comprehension ability and reading strategies [Unpublished master’s thesis]. Chulalongkorn University.