Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand
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| Title: | Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand |
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| Language: | English |
| Authors: | Yuki Takahashi, Narathip Thumawongsa |
| Source: | rEFLections. 2024 31(2):543-567. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 10 High Schools |
| Descriptors: | Age Groups, English (Second Language), Second Language Instruction, Second Language Learning, Native Language, Error Analysis (Language), Interference (Language), Verbs, Comparative Analysis, Computational Linguistics, Computer Software, Thai, Teaching Methods, Writing Instruction, Foreign Countries, Grade 7, Grade 10, Private Schools |
| Geographic Terms: | Thailand |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995-2009) and Generation Alpha (2010-2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder's (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440724 |
| Database: | ERIC |
| Abstract: | In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995-2009) and Generation Alpha (2010-2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder's (1974). The findings showed that Generation Z produced 466 errors, considerably more than Generation Alpha's 355 errors, with both cohorts producing all types of errors, namely misformation, omission, addition, and misordering, respectively. Despite Generation Z producing higher overall error detection, Generation Alpha displayed higher rates of the certain error forms, such as misuse of singular and plural verb usage and expletive construction. Interlingual interference was the most frequently produced error source for both groups. These findings highlight the balance between L1 and L2 in EFL classrooms and the significance of teacher supervision in promoting autonomous learning. The study provides valuable insights for EFL teachers, suggesting appropriate teaching strategies in writing classes tailored to different generations. |
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| ISSN: | 1513-5934 2651-1479 |
