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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
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
FullText Text:
  Availability: 0
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  Data: Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand
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  Data: 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
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  Data: 25
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  Data: Journal Articles<br />Reports - Research
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2024
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  Data: EJ1440724
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 543
    Subjects:
      – SubjectFull: Age Groups
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Error Analysis (Language)
        Type: general
      – SubjectFull: Interference (Language)
        Type: general
      – SubjectFull: Verbs
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Computational Linguistics
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Thai
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand
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            NameFull: Yuki Takahashi
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            NameFull: Narathip Thumawongsa
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              Type: published
              Y: 2024
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              Value: 1513-5934
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              Value: 2651-1479
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              Value: 31
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