Learners' Errors and their Evaluation

Maharjan, Laxmi Bahadur

doi:10.3126/nelta.v14i1.3093

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Similar to the results of the present study, Lin (2002) found the four highest error frequencies as sentence structures (30.43 %), wrong verb forms (21.01%), sentence fragments (15.94%), and wrong use of words (15.94%) respectively. In her study conducted with Nepali students and teachers, Maharjan (2009) investigated grammatical errors made by the students and explored perceptions of different English teachers' views about these errors. She reported that tense held the highest level of difficulty for the students, where they committed errors at 25.16%.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

An Analysis of English Major Students’ Interrogative Constructions

Akçayoğlu

Dağgöl

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Questioning is known to have been used to probe the validity of an assumption, analyse the logic of an argument, and explore the unknown. Instead of lecturing what is true or false, philosophers utilized questioning for students' understanding of a subject and then leading them to discover logical conclusions. Although role and types of questions utilized by teachers have been investigated in various learning environments, not the same attention has been given to students' questions. This study aims to explore English major students' question formation in the target language and analyse their interrogative constructions in terms of correct question forms and identify the specific difficulties they face while forming questions. In line with this purpose, 30 students were provided with a set of pictures and asked to write down as many questions as they could about these pictures within the time given. The study was conducted with students in the Department of Translation and Interpreting Studies, and the participants were 14 first-year and 16 second-year students. The study also utilised an open-ended questionnaire regarding the difficulties students had while conducting the activity and forming interrogative sentences in English. Students' productions and the data collected from the openended questions were subjected to content analysis. It was found that the students constructed mostly Wh-questions and demonstrated errors in word order and verb form and that they had difficulties in forming interrogative constructions. Results are believed to help educators have a picture of challenges students face in this process.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

An Analysis of English Major Students’ Interrogative Constructions

Akçayoğlu

Dağgöl

2019

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…It has been prioritized in the educational curriculum. Bhattarai (2006) and Maharjan (2009) assert that English still has the status of a foreign language in Nepal, because there are still no communities that use English for day to day conservations.…”

Section: Status Of English In Nepalmentioning

confidence: 99%

B. Ed. First Year Students’ Motives for Learning English

Sharma¹

2021

Int. Res. Jnl. MMC

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This research article attempts to evaluate B.Ed. first year students’ major motives for learning English A cross-sectional survey design was adopted to accomplish the research study. The twelve questions as a data collection tool were administered to the students across three campuses of Makawanpur District, Nepal in the Academic Year 2019-2020. The study showed that a large number of the students learnt English to have good job opportunities in the country, whereas the smallest number of students learnt it to be tourist guides. The chi-square tests showed that there was statistically significant association between sex and the motives for learning it, whereas there was no statistically significant association between campuses and motives for learning it. The findings of the research study indicated that students learnt English for fulfilling differing purposes in their life. Their attitude towards learning English was found to be dissimilar.

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Eighth Grade Students’ Misconceptions and Errors in Mathematics Learning in Nepal

Kshetree¹,

Acharya²,

Khanal³

et al. 2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.</p>

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Learners' Errors and their Evaluation

Cited by 4 publications

References 7 publications

An Analysis of English Major Students’ Interrogative Constructions

An Analysis of English Major Students’ Interrogative Constructions

B. Ed. First Year Students’ Motives for Learning English

Eighth Grade Students’ Misconceptions and Errors in Mathematics Learning in Nepal

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