EFL Students' Preferences toward the Lecturer's Corrective Feedback in Business Letters Writing (original) (raw)
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An error analysis on students’ business letters
International Journal of Research Studies in Education
This study aimed to determine the common errors found in the business letters of students. This qualitative study error analysis utilizing students' corpora. The result of this study would shed light in identifying possible intervention among the identified errors. The corpora were taken from the subject of business correspondence. The common errors of students were punctuation marks, diction, subject-verb agreement, spelling, capitalization and contraction. As to the teachers' perspectives, the themes emerged were disappointment, reduce the number of students, lack of focus and exposure.
Linguistic Errors and Skill-Competency of Students in Writing Business Letters
Journal of English Education and Linguistics
Business writing has a standard way of writing and formality in communication, this space for clearer and concise communication should be evident in the letter, otherwise, it shall create miscommunication and confusion. Thus, a level of students’ learning in terms of the knowledge of format and content should be mastered by the learners. Having this idea, the researcher pursued this study on the evaluation of the students’ business writing skills to help the students be prepared of future communication with the companies and be able to increase their confidence level in their written communication by avoiding technical and grammatical error. The study analyzed the Linguistics Errors and Skill-Competency in Business Letter Writing of student-leaders in College of Education in University of Nueva Caceres. This study sought identify kind of letters archived in the College of Education; determine the Linguistics Errors of College of Education students in Business Writing in terms of Mec...
INOVISH JOURNAL
This study aims to investigate the errors committed by students in using punctuation, capitalization and spelling in writing business letter. This is descriptive study. The sample of this study was the students of English for Professional Business and Communication Program Academic Year 2021/2022. The finding of the research showed that the common errors committed by students in writing business letter from the highest to the lowest occurrence were spelling, punctuation and capitalization. The errors occur because of omission, addition, misformation and misordering.
Developing Peer Corrective Skills in Business Letter Writing in English as a Foreign Language
Peer corrective feedback (PCF) implementation is a topical issue in writing skills development at tertiary level. Those researchers who explore the application of PCF in higher education (e.g. Liu and Sadler, 2003; Hyland, K. and Hyland, F., 2006) admit that students face difficulties in providing quali ta tive feedback that determines the effectiveness of this teaching tool. Therefore, the goal of this paper was to investigate what actions could be taken in order to develop students' PCF skills and, consequently, foster the quality of PCF. The primary research method was a case study in which the participants were 24 secondyear undergraduates majoring in English as a Foreign Language (EFL) at a university in Latvia. The materials of the case study involve the genre of a business letter, which plays a vital role in people's professional and everyday life. The results of the research revealed that providing students with an assessment scale and teaching how to apply it increase the quality of PCF.
2016
ABSTRACT: This study presents the analysis of errors made by the students of fifth semester ofEnglish Language Teaching Department of UNISDA Lamongan in writing complaining letter basedon the surface structure. The researcher uses descriptive qualitative as the research design of thisstudy. In analyzing the data, the researcher follows some steps, they are: (1) coding the errors madeby the students, (2) classifying the errors the students made, (3) discussing and summarize thefindings. The researcher found that the level of grammatical accuracy in writing complaining letterwas 71%. Then, the level of grammatical inaccuracy in writing complaining letter was 29%. Thehighest level of error was omission (51 errors or 48%). The second level of error wasmisinformation (24 errors or 23%). The third level of error was addition (16 errors or 15%). The lastlevel of error was misordering (15 errors or 14%). Keywords: Error Analysis, Writing, Complaining Letter
2017
This study presents the analysis of errors made by the students of fifth semester of English Language Teaching Department of UNISDA Lamongan in writing complaining letter based on the surface structure. The researcher uses descriptive qualitative as the research design of this study. In analyzing the data, the researcher follows some steps, they are: (1) coding the errors made by the students, (2) classifying the errors the students made, (3) discussing and summarize the findings. The researcher found that the level of grammatical accuracy in writing complaining letter was 71%. Then, the level of grammatical inaccuracy in writing complaining letter was 29%. The highest level of error was omission (51 errors or 48%). The second level of error was misinformation (24 errors or 23%). The third level of error was addition (16 errors or 15%). The last level of error was misordering (15 errors or 14%).
THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2019
This paper is an attempt to examine the effect of corrective feedback (CF) on the memoranda and business letters of students of Sunyani Technical University, Ghana. In Ghana, this is one area in SLA that has not received a lot of recognition. Noticing Hypothesis was the theoretical underpinning the research adopted. The design of the research was sequential exploratory mixed methods approach. The field data (students’ texts and questionnaire items) were collected from selected 60 (sixty) first year students of Sunyani Technical University. The respondents were segmented into three groupings – Direct Feedback (DF), Indirect Feedback (IF), and No Feedback (NF) groups. Each student-participant composed 4 texts in all before questionnaires were administered. In all, a total of 300 sample size was used. This comprises 240 texts and 60 questionnaire items. After a pre-test was conducted, three interventions (DF, IF, and NF) were used on the pre-test texts of the student-respondents before they took the post-tests. The result of the study showed that CF in general has positive impact on students’ texts. The research further revealed that DF and IF interventions correct memorandum and business letter errors better than the NF; but the potency of the DF intervention is stronger than that of the IF. It was recommended that language teachers should use DF intervention in grading the scripts of students. Keywords: Corrective feedback; pre- and post-tests; direct feedback; indirect feedback; no feedback; business write-ups
Jurnal CULTURE (Culture, Language, and Literature Review), 2021
There are four aspects of English skills should be owned by English learners in order to reach communicative competence, namely Speaking, Listening, Grammar, and Writing. By viewing the facts around, we know that the achievement of writing of Indonesian students are in a shitter, either in structure a word, the use of the term, grammar, or another objectives. They still often do mistakes and errors when they writing. In line with this case, in this article the writer tries to analyze errors in tenth grade students majoring marketing in class A at SMK N 1 Slawi while they were writing invitation letters.
Evaluation of error correction in writing process
Vietnam Journal of Education, 2019
It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students' positive attitude towards teacher's feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.
Applied Linguistics Research Journal, 2020
Grading of texts is a major issue in the field of teaching and learning of Business Communication. One emerging technique used in grading students' texts is corrective feedback. This research was an effort to investigate the effects that direct and indirect written corrective feedbacks had on the business letters of students of Ho Technical University, Ghana. Forty HND 1 (first year) students in the Department of Marketing from the 2016/2017 Academic Year batch of Ho Technical University were the selected participants for this qualitative study. A total of 80 raw data were solicited from the participants. These comprise 40 pre-test and 40 posttest materials (80 texts). Each participant composed two letters-one at the pre-test level and the other at the post-test level. After the pre-test, the texts of the students were divided into two groups. The texts of the first group (DF) were graded using direct feedback method and those of the other group (IF) were graded using indirect feedback method. After the pre-test, the participants were asked to rewrite the business letter. The results from the post-test showed that students performed better at the post-test level when direct feedback technique was applied on their pre-test texts.