An Investigation Into the Gap Between Korean University Students’ Grammatical Awareness and Perception

KyungIm, Han，; Kim, Hyekyeng

doi:10.17509/ijal.v7i1.6864

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…This is indicated by the highest mean score if M=0.84 as shown in Table 3. This result is further supported by similar findings by Han and Kim (2017), claimed that learners have low proficiency level in grammar. Furthermore, some students did not know the correct grammatical features and this is due to their lack of knowledge and grammatical competency (Refnita,2014).…”

Section: B) Language Skill Areassupporting

confidence: 86%

Lecturers’ Perceptions towards Students’ English Language Proficiency: A Preliminary Study

Manokaran¹,

Soh²,

Azman³

2021

IJARPED

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Realizing the fact that English is the second most important language in Malaysia, the education system emphasises the importance of language among students in schools and higher learning institutions. Students' Language proficiency is vital to excel in their studies and directly influencing better job opportunities upon graduation as employers prioritise in hiring candidates who are competent in English. Unfortunately, many employers in Malaysia reluctant to hire graduates due to their lack of proficiency in English. English language learning has always been a challenge to majority Malaysian students despite undergo 11 years of formal education. Thus, this study aims at exploring lecturers' perception towards students' English language proficiency. Survey was used to collect data from 50 English lecturers. The findings shed lights on several important sections -Teaching Environment, Language Skills Areas and Teaching Approaches. It is an undeniable fact that in the process of teaching and learning, learners have different abilities in acquiring and mastering a language. Lecturers' perception towards students' English language proficiency is vital in second language research literature. This provides a rich information on learners' abilities and inabilities on learning the target language and very useful for the lecturers to plan their lessons according to the learners' needs.

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Section: B) Language Skill Areassupporting

confidence: 86%

Lecturers’ Perceptions towards Students’ English Language Proficiency: A Preliminary Study

Manokaran¹,

Soh²,

Azman³

2021

IJARPED

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“…Despite the high importance of having grammatical awareness among English learners, in fact, many students still have lack of grammatical awareness in learning English. In the line with this, Han and Kim (2017) claimed that EFL learners have lack of grammatical awareness and they have a low proficiency level. Some students did not know the correct grammatical features due to lack of knowledge and grammatical competency (Refnita, 2014).…”

Section: Introductionmentioning

confidence: 95%

“…Some researchers had already conducted similar studies to our current study. For example, Han and Kim (2017) who found that there was a significant difference in score of tense, article, and voice for grammatical awareness between high level and low-level groups. Both of groups had a high score for category of voice while they had low scores for vocabulary and morphology and perceived difficulties of articles and voice.…”

Section: Introductionmentioning

confidence: 99%

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

Marzulina¹,

Mukminin²,

Erlina³

et al. 2019

ujer

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The aims of this study were to find out student teachers' grammatical awareness and their perception towards grammatical awareness. This study employed a mixed method research. The participants were 129 English Education Study Program's student teachers at one state Islamic University in Indonesia. Purposeful sampling technique was applied to choose the participants. To collect the quantitative data, grammatical test was used and interview was used to obtain qualitative data. 129 student teachers took the test and 12 of them were willing to participate in the interview. The results indicated that student teachers had four types of grammatical awareness, namely (1) metalanguage recognition, (2) metalanguage production, (3) identification and grammatical error correction, and (4) grammatical rules explanation. The student teachers lacked of grammatical awareness. It could be seen from their ability to explain grammatical mistakes. Rules in grammar and explanation tasks were the most difficult for them whereas the easiest one was a metalanguage recognition task. The major factor of their weakness was the complexity of the rules of tenses.

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“…However, the local university instructors have observed that first-year tertiary students, after 12-14 years of basic education and exposure to the English language, still have difficulty generating rich ideas or expressing their thoughts. Teaching and helping students reduce mistakes is crucial [4]. Thus, Lewis and Ferretti [5] indicated that writing is one of the lowest priorities in many English teachers' classrooms [6].…”

Section: Introductionmentioning

confidence: 99%

Compositional skills error analysis: The case of the university environmental engineering first-year students

Bodbod,

Travero,

Cablinda

2023

IJERE

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<span lang="EN-US">The compositional skills are analyzed to determine whether college students have improved their writing ability after the two years additional in the senior high school curriculum. This study examines the errors committed by first-year engineering students. There were 90 student respondents written outputs collected and subjected to Grammarly software. The researchers analyzed the data using the Scheffe test, comparing the difference between clarity, engagement, and delivery. Analysis of Variance (ANOVA) was employed to test whether there is a significant difference among other variables. Findings revealed that clarity is the most common error committed by the student-respondents. The errors committed between male and female respondents do not show a difference. The K-12 graduates’ compositional errors do not differ significantly from that in the Alternative Learning System (ALS) passers or the old basic education curriculum graduates. It is in delivery that students vary. This finding implies that college students' compositional skills still need strengthening. Instructors are encouraged to provide comprehensive activities and writing exercises to both genders, regardless of their curriculum. It is recommended that University language instructors identify specific interventions to help students struggling with writing. Therefore, providing enough written opportunities and practices is vital to make college students enhance their compositional skills.</span>

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An Investigation Into the Gap Between Korean University Students’ Grammatical Awareness and Perception

Cited by 3 publications

References 12 publications

Lecturers’ Perceptions towards Students’ English Language Proficiency: A Preliminary Study

Lecturers’ Perceptions towards Students’ English Language Proficiency: A Preliminary Study

The Grammatical Awareness of Student Teachers: The Case of an English Education Study Program in Indonesia

Compositional skills error analysis: The case of the university environmental engineering first-year students

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