Speaking errors analysis: A case study of English-major undergraduate students at Rajamangala University of Technology Thanyaburi
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Abstract
English speaking is an essential communication skill that Thai learners face difficulties in improving. This study aimed to investigate the types of English-speaking errors made by Thai undergraduate students when speaking English and identify the sources of such errors. The population included 133 Thai sophomore students who enrolled in the Presentation in English course in the first semester of the academic year 2021. Twenty-four participants were selected by a purposive sampling method. The data was collected using a speech error identification form adapted from Clark & Clark's concept, which was validated by three experts in English learning and identified the sources of errors according to Dulay, Burt, & Krashen. Frequency and percentage distribution statistics were used to analyze the data. Inter-raters validated the errors consisting of two native English speakers and one Thai teacher. The results revealed that the most frequently found speech errors were filled pauses, stutters, and repeats, respectively. The misformation was the most frequently found, followed by the omission of "be" and the addition of "be" in the sentences as grammatical errors. Each type of error results from one of the three sources of errors, which are cognitive, psychological, and sociological reasons. The pedagogical implications from this study could be applied in designing teaching and learning processes to develop students’ speaking skills.
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