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Error analysis is a technique that identifies and classifies the inappropriate forms that foreign language learners produce (Crystal, 1987), and it is considered a useful tool for helping them improve their writing skills. The study investigated the secondary students' common errors in writing English paragraphs. During the first term of the school year 2023-2024, 43 grade 7 students from a secondary school in Hanoi participated in a descriptive quantitative research project. The participants were asked to complete three writing tests at three different times to generate their written errors based on Ferris' (2014) model of error analysis. The findings indicate that the types of errors that grade 7 students made are lexical errors, syntactic errors, morphological errors, orthographical errors, and paragraph errors. Lexical, syntactic, and orthographical errors are greatly committed by the students. Accordingly, it comes to the conclusion that secondary students in general and 7th graders in particular struggle with writing English paragraphs. The results of the research would also give the secondary teachers of English some implications, such as focusing on grammatical patterns, emphasizing irregular instances, offering adequate practice opportunities, implementing explicit instructions, and engaging students in interactive exercises, visual aids, collaborative activities, authentic materials, etc. to mitigate the students' written errors. [ABSTRACT FROM AUTHOR]

This research paper investigates the significant influence of mother tongue on English pronunciation among secondary level learners in District Rahim Yar Khan, where Punjabi and Saraiki languages are predominantly spoken as the native tongues. The study aims to explore the common pronunciation problems faced by these learners and identify the role of their mother tongue in shaping their English pronunciation. Additionally, the research seeks to propose effective remedial measures of proper learning to overcome these pronunciation challenges. To achieve these objectives, the researcher conducted sound recordings of secondary school students, focusing on a carefully selected word list of 100 words from the 9th and 10th-grade English textbooks. These recordings were analyzed using Phon software, enabling the identification of the most affected phones and phoneme. Ultimately, this study sheds light on the crucial issue of mother tongue interference in English pronunciation among secondary-level learners in District Rahim Yar Khan. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t-tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way. [ABSTRACT FROM AUTHOR]

Students from different language backgrounds may face distinct difficulties when learning English, particularly in learning complex language structures such as questions. Therefore, identifying differences between learner groups can inform teaching practice. This paper presents the findings from a study on the production of English questions by 56 Year 4 national-type Chinese primary school students, categorised as Dominant Speakers of English (n=28) or Dominant Speakers of Mandarin (n=28). The objectives of the study were 1) to identify common errors in English questions produced by the students in a translation task and 2) to compare the errors made by Mandarin-dominant and English-dominant learners. The researchers obtained data via written language elicitation tasks, to examine the kinds of errors made by the learners. Data was analysed using an adapted version of Rowland's error analysis framework. Comparison of data from a 10-item translation task showed that Mandarin-dominant learners made more than twice the errors of English-dominant learners. Common errors across both groups were auxiliary tenses errors and omission errors in WH-questions and auxiliary errors in Yes/No questions. Furthermore, Mandarin-dominant learners made visibly more auxiliary, omission, andposition-of-question-word errors than English-dominant learners, while the latter had a higher proportion of double-marking errors. This study provides further evidence that learners from different backgrounds may face different challenges in acquiring features of English. Moreover, the findings could provide insights for English language teachers in Chinese-medium schools on how to better adapt the teaching of English questions to their students of different language backgrounds. [ABSTRACT FROM AUTHOR]

Existential sentences in Chinese indicate the existence, appearance, or disappearance of objects or people at a specific location. Numerous research papers have been published on Chinese existential sentences, and many native speakers of various languages have surveyed the errors made by Chinese learners in their respective countries. However, there is a lack of research on Iranian students in this area, highlighting the need for investigation. This article primarily focuses on analyzing the common mistakes made by Persian speakers when using Chinese existential sentences. Five main types of Chinese existential sentences are selected for analysis: sentences with "是" (shì), sentences with "有" (yǒu), sentences with "在" (zài), sentences with "V+着" (zhe), and sentences with "V+了" (le). The analysis in this article is based on questionnaire survey results obtained from Iranian students studying in China, as well as the characteristics of Persian language structure and grammar. Using the Contrastive Analysis theory and Error Analysis, the collected data has been analyzed. The resulting errors are categorized into four main types: omission, addition, substitution, and transformation. Studying these errors not only aids Iranian learners of Chinese in their language acquisition process but also provides valuable insights to educators in selecting appropriate teaching methods and improving the organization of classes and training courses in this field. [ABSTRACT FROM AUTHOR]

This study examined Chinese EFL researchers' English abstract writing in language education. Using open-ended questionnaires, it first investigated 24 Chinese EFL researchers' perceptions of their challenges in writing English abstracts. Using generalizability theory and follow-up interviews, it then invited 16 experienced English journal reviewers to assess 27 published English abstracts written by Chinese EFL researchers to identify common errors and suggest improvement tips. Finally, it examined eight selected Chinese EFL researchers' critical reflections on the English journal reviewers' assessment of the 27 English abstracts. The results indicated that Chinese EFL researchers experienced several challenges in writing English abstracts. Further, the English reviewers' assessment of the 27 abstracts was consistent and reliable. The common errors were associated with the accuracy, non-evaluative nature, coherence and readability, and conciseness of an English abstract. The English reviewers provided tips for improvement, and Chinese EFL researchers expressed their critical reflections on their assessment. Educational implications are discussed. [ABSTRACT FROM AUTHOR]

This study examined Chinese EFL researchers' English abstract writing in language education. Using open-ended questionnaires, it first investigated 24 Chinese EFL researchers' perceptions of their challenges in writing English abstracts. Using generalizability theory and follow-up interviews, it then invited 16 experienced English journal reviewers to assess 27 published English abstracts written by Chinese EFL researchers to identify common errors and suggest improvement tips. Finally, it examined eight selected Chinese EFL researchers' critical reflections on the English journal reviewers' assessment of the 27 English abstracts. The results indicated that Chinese EFL researchers experienced several challenges in writing English abstracts. Further, the English reviewers' assessment of the 27 abstracts was consistent and reliable. The common errors were associated with the accuracy, non-evaluative nature, coherence and readability, and conciseness of an English abstract. The English reviewers provided tips for improvement, and Chinese EFL researchers expressed their critical reflections on their assessment. Educational implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the rate of unawareness of common errors in English and its impact on human vs. machine translation into Arabic. It analyzes the reaction of human and machine translators when encountering English sentences with common errors, and its impact on translation process. Translators are readers in the first place, they have to comprehend what they read in the SL in order to convey it in the TL. In order for the ST message to be correctly conveyed into the TL, detecting errors and correcting them before translating is a necessity. The study is conducted through presenting 40 SL texts and evaluating their 680 TL texts translated by 14 MA students of translation and 3 online machine translators. Results show that the rate of unawareness of common errors is 51% for human translators and 79% for machine translators. [ABSTRACT FROM AUTHOR]

Congenital talipes equinovarus is one of the most prevalent birth defects, affecting approximately 0.6 to 1.5 children per 1000 live births. Currently, the Ponseti method is the gold-standard treatment for idiopathic clubfeet, with good results reported globally. This literature review focuses on common errors encountered during different stages of the management of idiopathic clubfeet, namely diagnosis, manipulation, serial casting, Achilles tenotomy, and bracing. The purpose is to update clinicians and provide broad guidelines that can be followed to avoid and manage these errors to optimize short- and long-term outcomes of treatment of idiopathic clubfeet using the Ponseti method. A literature search was performed using the following keywords: "Idiopathic Clubfoot" (All Fields) AND "Management" OR "Outcomes" (All Fields). Databases searched included PubMed, EMBASE, Cochrane Library, Google Scholar, and SCOPUS (age range: 0–12 months). A full-text review of these articles was then performed looking for "complications" or "errors" reported during the treatment process. A total of 61 articles were included in the final review: 28 from PubMed, 8 from EMBASE, 17 from Google Scholar, 2 from Cochrane Library, and 6 from SCOPUS. We then grouped the errors encountered during the treatment process under the different stages of the treatment protocol (diagnosis, manipulation and casting, tenotomy, and bracing) to facilitate discussion and highlight solutions. While the Ponseti method is currently the gold standard in clubfoot treatment, its precise and intensive nature can present clinicians, health care providers, and patients with potential problems if proper diligence and attention to detail is lacking. The purpose of this paper is to highlight common mistakes made throughout the Ponseti treatment protocol from diagnosis to bracing to optimize care for these patients. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Psychological & Educational Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We conducted this scoping review of common errors identified by editors and reviewers of biomedical manuscripts. Errors includes items that a reviewer or editor might identify as needing correction. The errors were categorized by section of the manuscript: Introduction, Methods, Results, Discussion, and References. After screening 87 published studies, 16 papers were selected for data extraction. Of these 16 studies, the most frequently represented disciplines were Medicine (n = 5), Radiology (n = 2), and Psychiatry (n = 2). The most reported common errors included inappropriate study design, inadequate sample size, poor statistical analysis, and unclear and inadequate description of methods. Abstracts not reflecting the content of the paper were the most frequent general common error in biomedical manuscripts. The findings of this study offer one perspective on common errors in biomedical manuscripts and might be a useful guide for novice authors. [ABSTRACT FROM AUTHOR]

Misconceptions are one of the biggest obstacles in learning mathematics. This study aimed to investigate students' common errors and misunderstandings they cause when defining the angle and the triangle. In addition, we investigated the metacognition/drawing/writing/intervention (MDWI) strategy to change students' understanding of the wrong concepts to the correct ones. A research design was used to achieve this goal. It identified and solved the errors in the definition of angle and triangle among first-year students in the Department of Mathematics Education at an excellent private college in Mataram, Indonesia. The steps were as follows: A test instrument with open-ended questions and in-depth interviews were used to identify the errors, causes, and reasons for the students' misconceptions. Then, the MDWI approach was used to identify a way to correct these errors. It was found that students generally failed in interpreting the concept images, reasoning, and knowledge connection needed to define angles and triangles. The MDWI approach eliminated the misconceptions in generalization, errors in concept images, and incompetence in linking geometry features. [ABSTRACT FROM AUTHOR]

Copyright of OMUIFD: Ondokuz Mayis University Review of the Faculty of Divinity / Ondokuz Mayıs Üniversitesi İlahiyat Fakültesi Dergisi is the property of Ondokuz Mayis University, Review of the Faculty of Divinity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The overhead squat has many applications for the strength and conditioning coach. It is an effective way to improve snatch technique, helps to reveal common issues with mobility, and, with proper corrections, can make the coaches job easier. The purpose of this paper is to explain the basic steps of the overhead squat and how to use the exercise within a strength and conditioning program. Success and safety of the snatch exercise requires the ability to achieve the prerequisite positions exhibited during the overhead squat. The instruction and cues for teaching beginners how to overhead squat are included. How to safely and properly "miss" or drop the barbell limits the risk of injury typically related to mobility issues. Common coaching cues and corrections are presented to help the coach become more effective at improving overhead squat technique. Errors in the overhead squat include the heels coming off the floor, the bar sitting to far behind the athlete, shrugged shoulders, and bent elbows. Cues that can encourage proper movement include, "sit back" to help keep the heels down, "stretch the bar" to keep the bar in position, "squeeze your scaps" to avoid shrugged shoulders, and "punch out" to avoid bent elbows and shoulder internal rotation. Overhead squats have been shown to be useful in detecting potential mobility issues in the shoulder complex, trunk, ankles, and as part of the Functional Movement Screen. For the strength coach the overhead squat can be used as an effective instructional sequence for the snatch, as a squat variation used in training programs, or as a mobility assessment. Technique, properly missing, and common errors and cues are outlined in the video. [ABSTRACT FROM AUTHOR]

This study implemented a data-driven approach to identify Chinese high school students' common errors in a Java-based introductory programming course using the data in an automated assessment tool called the Mulberry. Students' error-related behaviors were also analyzed, and their relationships to success in introductory programming were investigated. This study identified 15 common compilation errors and 6 common test errors. The results showed that these common errors accounted for a large proportion of all errors, so identifying the common errors is important to help students succeed in introductory programming courses. Based on these common errors, five underlying student difficulties were identified and are discussed. In addition, after analyzing existing measures of students' error-related behaviors, we developed a measure called improvement rate to quantify students' success in fixing errors. The results of our study suggest that students' competence of improving code is important to their success in introductory programming. We recommend researchers design and develop automated assessment tools that provide feedback messages for common student errors and instructors who explicitly teach knowledge and skills of improving code in class. [ABSTRACT FROM AUTHOR]

Aim: To compare the perceptions of students when using five different tooth replicas and to detect common errors in the performance of students that might be attributed to a specific type of tooth replica. Methodology: Five groups (n = 10 each) of artificial first maxillary molars (DEPT, DRSK, Nissin, DENTALIKE and TrueTooth) were used. All 50 teeth were mounted individually in opaque containers, distributed in 10 packages containing a sample from each with an assigned random order for students to perform root canal treatments. Ten postgraduate students each performed a root canal treatment on the five replicas, in the assigned order, and completed a satisfaction questionnaire. Three trained and calibrated endodontic educators, each with more than 15 years of experience, evaluated their performance using a grading rubric and completed a questionnaire to detect common errors attributed to a specific tooth replica. Inter‐rater reliability was calculated with the interclass correlation coefficient for both consistency and absolute agreement. A two‐way related measures anova was used to assess the interaction amongst evaluators and tooth groups on the average scores of students. Post hoc T3 Dunnet was used to compare groups. The perceptions of students amongst groups were compared with chi‐square and linear‐by‐linear association tests. Results: Inter‐rater reliability was very high for both consistency (ICCC = 0.939; 95% confidence interval (CI) 0.902–0.964) and absolute agreement (ICCA = 0.940; 95% CI 0.904–0.965). No significant differences were found amongst the ratings of evaluators; however, students performed differently when using the various tooth replicas (P < 0.05). Overall, 60% of students preferred the DRSK replica for root canal treatment training purposes, followed by DENTALIKE (30%). The least preferred was TrueTooth (70% responses) due to its complex anatomy and poor resistance to instruments and heat pluggers. Evaluators detected several common errors in specific tooth replicas and preferred tooth replicas manufactured based on microCT scans of natural teeth. Conclusions: Tooth replicas manufactured based on microCT scans of natural teeth (TrueTooth and DENTALIKE) had much better acceptance amongst evaluators, although students rated and performed less well in TrueTooth replicas due to their greater level of difficulty. [ABSTRACT FROM AUTHOR]

Statistics are a quintessential part of scientific manuscripts. Few journals are free of statistics-related errors. Errors can occur in data reporting and presentation, choosing the appropriate or the most powerful statistical test, misinterpretation or overinterpretations of statistics, and ignoring tests of normality. Statistical software used, one-tailed versus two-tailed tests, and exclusion or inclusion of outliers can all influence outcomes and should be explicitly mentioned. This review presents the corresponding nonparametric tests for common parametric tests, popular misinterpretations of the P value, and usual nuances in data reporting. The importance of distinguishing clinical significance from statistical significance using confidence intervals, number needed to treat, and minimal clinically important difference is highlighted. The problem of multiple comparisons may lead to false interpretations, especially in p-hacking when nonsignificant comparisons are concealed. The review also touches upon a few advanced topics such as heteroscedasticity and multicollinearity in multivariate analyses. Journals have various strategies to minimize inaccuracies, but it is invaluable for authors and reviewers to have good concepts of statistics. Furthermore, it is imperative for the reader to understand these concepts to properly interpret studies and judge the validity of the conclusions independently. [ABSTRACT FROM AUTHOR]

Language is human speech, either spoken or written and is the most common system of communication. The purpose of the study was to identify the ability of English reading skill of class five students at Government primary schools in District Kech. It also intended to identify the common errors committed by the students and the English teachers’ thinking about teaching their students’ reading skills. To achieve these purposes 125 students and 20 teachers were chosen from 5 Government primary schools at District Kech. A test containing a single subject paragraph was taken from the English course of Balochistan Textbook Board Quetta and a questionnaire was developed to find out the teachers’ thinking about teaching reading skills. While reading comprehension a key score list containing reading errors was applied to check students reading ability. The test score of student and item-wise score, as well as responses to the questionnaire, were analyzed using statistical devices like percentage and frequency. The students’ average score of marks is 8.95%. In the reading test, only 1 student got the full marks, 1 student made a single error and 1 student made two errors. The situation of independent reading is satisfactory, but the overall amount of errors indicates the students’ inefficiency of reading skills in English. Not known word errors occupied the highest position which is 73.88%. In this circumstance, the teachers are putting their effort into improving students’ reading skills, but they have barriers in most of the cases. Though the teachers are trying to develop their students’ reading skills but they are developing very slowly. [ABSTRACT FROM AUTHOR]

When writing scientific manuscripts, many important details are left a side which many times causes the rejection of the manuscript from high impact journals. Scientific writing is a combination of a comprehensive literature search and study, collection of statistical data, and a clear and concise structured writing, while avoiding common and known errors. The knowledge and implementation of basic rules of style, structure, and presentation when writing a scientific paper increase the chances of success and ultimately publication. This article aims to contribute with the existing information on how to recognize and avoid common errors for a successful scientific writing and consequently being published.Level of Evidence: Not ratable. [ABSTRACT FROM AUTHOR]

From the good practices of European project proposers comes the necessity to approach project writing for The Framework Programme. The common errors made by consortia that submitted project proposals within the FP7-2008-ENV-1 call are analysed in this paper. The analysis was made on more than 400 Evaluation Reports, for every evaluation criterion, according to both the participant's and evaluator's guide. The result of the current analysis was used to draft the pre-screening tool intended for the National Contact Points (NCP), in order to support coordinators that submitted project proposals in subsequent calls approached on theme 6 -- Environment, including climate change, of the Framework Programme 7. [ABSTRACT FROM AUTHOR]