The study focused on seven (7) task-based activities, including (1) making film, (2) making portfolio, (3) group presentation, (4) library search, (5) paper display, (6) making a gift, and (7) literary gala which was applied in two British-American Literature courses such as Introduction to Literature and Introduction to Literary Criticism. A thirty-three-item questionnaire was administered to investigate the effects of those task-based activities on students’ involvement. The interviews for students and teachers were employed to examine students’ perceptions of their involvement in those task-based activities and discover teachers’ observations of students’ involvement in their class. The study sample consists of 120 EFL high-quality students who have taken the two courses of Introduction to Literature and Introduction to Literary Criticism in their curriculum. The findings revealed that students were involved in task-based activities to a significant extent and students had positive perceptions toward their task-based performances. There found a medium correlation between the extent of task-based activities' impacts on students' involvement and students’ perception of their involvement. The crosstabulation signified that the Introduction of Literature course required students to do more task-based activities than the Introduction to Literary Criticism course.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0159/a.php" alt="Hit counter" /></p>
This study investigates the common sentence structure errors and the source of those errors, focusing on the four types of sentences such as simple, compound, complex, and compound-complex. The data source for this study was collected from 80 writings composed by EFL second-year students. Simultaneously, the researchers designed an interview to explore the causes of errors, from which some resolutions were proposed. The findings revealed that there were seven (7) types of errors in terms of sentence structure: (1) Dangling Modifier, (2) Squinting Modifier, (3) Illogical Sentence, (4) Fragmented Sentence, (5) Run-on Sentence, (6) Inappropriate Coordinating Conjunction, and (7) Inversion of Subject-Verb. Those errors were caused by mother tongue influence, teaching approaches and materials, lack of grammatical knowledge and others. This research contributes to the discipline of linguistics by giving out several possible solutions that can help learners to prevent in their compositions.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0954/a.php" alt="Hit counter" /></p>
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