UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF FOREIGN LANGUAGES

COURSE TITLE- RESEARCH METHOD

STUDENT NAME: Appiah Gertrude Eunice

RESEARCH PROPOSAL.

Topic: Exploring Written Proficiency in SHS 2 Students

INTRODUCTION

1.1 BACKGROUND OF THE STUDY.

English language as a foreign or second language l2 is of greater importance and acknowledged

worldwide its position as an international communicative language is undeniable there are about 142

countries that features the English language in their national education policy the language says as a

medium of communication in some west African countries such as Nigeria, Gambia and Ghana,

because they were colonized by the British. The entire educational system is based on English

language of these countries examinations and assessment of all levels from the basic to secondary are

all conducted in the English language. Formal businesses, commercial documents, interviews among

others are all conducted in the English language. Ghana has over 40 indigenous languages but

because of 8 multilingual States it has chosen the English language as it official language. The

English learner is motivated to master the language as being taught and learned in order to fit into the

global knowledge or job market knowledge skills and attitude of excellence. Written or spoken

language is necessary. There is a problem in teaching and learning the English language in schools

and this allows learners to make errors in writing which gradually affect their academics and make

them perform poorly. This background study is the reason this research is being undertaking to

investigate and find out the problems associated with tense errors in the writing of JHS 2 students.

Some of these problems could be the kind of errors they make and the causes of those kind of tense

errors identified.

1.2 STATEMENT OF THE PROBLEM.

Some observations made over the years is that, some learners find it difficult to construct simple

sentences both in speech and in writing. Learners rather prefer to be taught in both their local dialect

and the English language for a better understanding and appreciation. Tense is one of the key

elements in the language since it provides the rules and regulations, rudiment and principles on how
the English language is guided hence, when disregarded communication errors are made. These

errors made in speech and writing is both disturbing and frustrating to the teacher and the learner as

well. (Reid,1998; Mariam2010), out of curiosity and passion the researcher has been inspired to

uncover the depth of the phenomenon. Search posture is proven by abounding evidence on students’

performance in written examination.

For example, according to B.E.C.E reports, the performance of students has been deteriorating over

the years. For example, in 2020, 42,500 students had F9 in English language, in 2021 61,778 had F9

in English language and in 2022, 49, 873 hard F9 in English language. This is because studies have

shown that the capacity of students to write in a particular language provides a measure of the level

of their proficiency in that language. (Hong2007) and could sometimes signal a direct link on

students’ performance in other subjects.

An experience in marking some end of term examination papers by the researcher reveals that some

of these pupils are not able to construct all wright sentences without making grammatical errors in

the sentence. It is these errors made that affect their performance in academics leaving them with

lower marks.

This research investigates or examines the types of tense errors student commit and identify the

frequency at which these errors appear in their essays.

1.3 RESEARCH OBJECTIVES

The study aims to achieve the following.

1. Identify the tense errors committed by learners in their written assignment.

2. What causes these tense errors.

1.4 RESEARCH QUESTIONS.

The following questions will be explored.

1. What are some examples of tense errors committed in the writing of students.

2. What are the causes of these errors.

The research undertaking on writing tense errors will be of great benefits at various levels such as the

individual students, the teacher and eventually at the general Institution level of Educational Policy.

The teacher will gain in-depth knowledge and have a better understanding of the challenges an l2

faces. The teacher will then employ appropriate methodology that will help the students better

address their challenges in learning. The study would allow teachers access the effectiveness of their

own inputs in the teaching of the l2.

Furthermore, the research will help the individual l2 learner to have a better appreciation of their

writing challenges and be well equipped with the remedial strategies to better address them.
 CHAPTER TWO

LITERATURE REVIEW.

2.0 INTRODUCTION.

This chapter will cover the definition of errors and mistakes, sources and causes of error, other

studies on error analysis and tense and its types.

Some issues of writing and the importance of writing to students will be looked at briefly then finally

and discussion of the significance and challenges of errors in language learning.

2.1 THE CONCEPT OF ERROR

Common things learners usually make when learning is termed as error.

The English language is a second language which is acquired through learning and this acquisition

process also has its own difficulties. Errors in these processes can be made both literally or orally.

Triestari et al (2012) say that errors in grammar can be found in sentence when the sentences are not

in the correct structure formulation. Brown (2002) and Ellis (2003) identified covert and overt as the

types of errors.

They defined covert errors to be grammatically correct but not interpretable within the context of

communication whereas overt errors refer to obviously grammatical utterances.

Errors can also be described as systematic and non-systematic. As brown (2000) and Richards (2015)

point out systematic errors seem to occur in cases in which learners review more consistency in

producing the second language and when learners producing correct language because they do not

know the correct form. Non-systematic errors are the slip failures to utilize known systems correctly

of the tongue or pen caused by psychological conditions such as intense excitement. In cognitive

approach, errors are seen as clue to what is happening in the mind. The insight that errors are natural

and important part of the learning process itself, is very important. Learners are often unsure of what

they want to express which would cause them to make mistakes in any language.
2.1.1 ERRORS AND MISTAKES

Every language has a set of rules or a code for generating a well-formed sentence. FD set of rules are

violated, then, an error has taken place. A clear distinction between errors and mistakes however

helps in analyzing tense error in writing. Errors and mistakes are both incorrect actions but they differ

in terms of intention and understanding. An error is a deviation from a correct or accurate action due

to lack of knowledge, carelessness or misjudgment.

Mistake on the other hand is an incorrect action resulting from a failure in judgment, knowledge or

attention. They are also an intentional but they usually involve a decision-making process that leads

to an incorrect outcome.

Errors are recurrent, systematic and reveal one's level of competence in the language while a mistake

is a type of linguistic deviance but it's a slip and as the result of tiredness emotional stress etc.

2.2 ERROR TYPES.

James (2013) believes that there are errors that do not hinder communication and understanding the

meaning of utterances (local errors) and errors that interfere with communication and disrupt the

meaning of utterances (global errors).

Local errors involve noun and verb inflections, the use of articles, propositions and auxiliaries.

Global errors for example involve wrong word order in a sentence.

Richards (2015) also identifies two types of errors: performance errors and competence errors. He

knows that performance errors are made when learners are tired or hurried while competence errors

are more serious since they reflect inadequate learning.

2.3 SOURCES OF ERRORS.

Researchers have tried to distinguish between sources of errors. According to Richards and Schmidt,

2002, the identified two sources of errors and they are interlanguage and intra language.

2.3.1. INTER LANGUAGE ERRORS.

Erdogan (2005) defines inter language errors as being the result of language transfer which is caused

by the learner's first language. When a child goes to School, he or she has already internalized the

phonological lexical and synthetic system of the mother tongue. As a result, the child transfers

consciously or unconsciously certain features of the mother tongue systems into the target language

l2 in learning a new language system. The degree of this interference depends on the learners’

educational background and the stage of his or her inter language development.

The following examples of sentences depict the information above.

1. I am going to come... (I am going but I'll be back in the moment).

2. My money has not come.......... (My allowance has not been paid)

These errors I reflective of the native language structures and are found in the target language

acquisition.
 CHAPTER THREE

RESEARCH METHODOLOGY.

3.0 INTRODUCTION

This chapter will focus on the methods that will be utilized for conducting the study. It will cover

aspects such as the study's design, the population to be studied, the sampling methods, the

instruments used for data collection, the procedures involved in data analysis, and how the findings

will be presented.

3.1 RESEARCH APPROACH AND DESIGN.

To thoroughly investigate the types of errors made by learners, the study will adopt a qualitative

research approach. Qualitative research methodology is geared towards delving into human behavior,

experiences, and phenomena in-depth, as opposed to quantitative research which primarily deals with

numerical data and statistical analysis. The aim of qualitative research is to gather rich descriptive

data that can provide insights into the complexities of human behavior and social interactions. This

methodology encompasses techniques such as interviews, focus groups, observation, and content

analysis.

Qualitative studies can take various forms, including ethnography, grounded theory, case study,

phenomenology, and narratives. For this study, a case study approach will be employed. As defined

by Owu-Ewie (2012, p. 5), a case study involves an in-depth analysis of one or more events, settings,

programs, groups, or individuals. Cases are typically bounded by specific timeframes and activities,

allowing for a detailed examination of the subject matter.

3.2 SAMPLING AND SAMPLING SIZE.

Specifically, I plan to work with a small population consisting of 25 students, comprising 13 girls and

12 boys, all in J.H.S.2. My rationale for selecting JHS 2 students is to evaluate their grasp of English

tenses before they proceed to J.H.S.3, where they will sit for their final year exams, namely the Basic

Education Certificate Examination (B.E.C.E).

In addition to the student participants, I will also involve two teachers to provide their insights on

assessing students' understanding of basic English through their written work. Importantly, I will be

teaching at the school during the research period, which will enable me to familiarize myself with the

environment and facilitate smoother data collection.

By being present in the school setting, I aim to maintain impartiality throughout the research process,

ensuring that my involvement does not influence the outcomes in any way. This approach will

enhance the credibility and validity of the study findings.

3.3 DATA COLLECTION INSTRUMENTS AND COLLECTIONS.

I will meticulously choose exercises for students, focusing on dictation, comprehension, and

composition, tailored to their individual levels of understanding and proficiency. Key qualitative

instruments that I will utilize in the study include document analysis, focus group discussions, and

observations. The primary data collection strategy will involve assigning composition exercises to

students. Additionally, comparative analysis will be employed exclusively for deeper examination.

3.3.1 TEST ADMINISTRATION

A series of graded written English comprehension and essay writing exercises will be utilized. The

aim is to evaluate students' comprehension skills and their proficiency in English tense usage. Each

of the 25 participating students will be assigned a total of 60 exercises, encompassing both

Education-approved test books on English language, ensuring familiarity among the students.

The essay topics will cover various themes, including;

1. Describing one's best friend,

2. Writing a letter to a friend in a different school about the significance of the annual Odwira

festival, and

3. Discussing the pros and cons of students freely using mobile phones in schools.

The testing process will span three sessions conducted over a period of three months. Prior to the

commencement of testing, learners will receive detailed instructions regarding the purpose of the

exercises. Additionally, some sessions will be conducted in a relaxed environment to alleviate any

tension or pressure experienced by the students.

For security reasons, students will be identified using register names rather than their full names.

Furthermore, certain exercises will be assigned as standard homework assignments, adhering to usual

classroom practices.

3.3.3 OBSERVATION

In three separate English language teaching sessions, I will observe three teachers and the selected

student for the research. I will aim to observe and explore how the teachers will be teaching the

students, particularly focusing on the effectiveness of the approaches employed to ensure that

students appreciate, understand, and internalize the lessons taught.

3.3.4 PRE-TESTING.

I intend to administer comprehension and composition exercises to a group of four students,

comprising two girls and two boys. This step aims to thoroughly assess the feasibility of the study

with the intended participants. By doing so, I will be able to meticulously evaluate elements of
clarity, reliability, and consistency inherent in the exercises. Furthermore, this preliminary assessment

will play a vital role in accurately estimating the time required for the subsequent actual data

collection process.

3.4. DATA ANALYSIS.

I plan to utilize content analysis to scrutinize the written assignments of students. This analysis will

encompass comprehension exercises and written essay tasks. The duration of this process will span

three months, commencing in January and concluding in March. Additionally, I intend to employ

descriptive statistics to summarize the data, presenting frequencies and percentages in tabular

formats.

3.5 ETHICAL ISSUES.

All individuals who are to take part in the study will receive clear communication regarding my

intention to include them in the research process. This encompasses not only my supervisor, teachers,

students, and the parents of participating students, but also any other relevant stakeholders. It will be

emphasized to them that the data collected is strictly for academic purposes, ensuring transparency

and ethical conduct throughout the study. Additionally, stringent measures will be implemented to

safeguard the confidentiality of their identities, thus fostering trust and cooperation in the research

endeavour.
 REFERENCES

Agyei, S. A. (2022). Investigating tense errors in the writing of JHS 2 students. Unpublished

manuscript.

Hong, X. (2007). The influence of language proficiency on students' performance in English

language examinations. Journal of Applied Linguistics, 14(2), 89-104.

Mariam, S. (2010). Challenges in teaching and learning English as a second language: A case study

of JHS 2 students in Ghana. Journal of Language Education, 25(3), 45-59.

Reid, E. (1998). Tense errors in second language writing: Causes and implications for teaching.

TESOL Quarterly, 32(1), 61-84.

Triestari, E., et al. (2012). Grammatical errors in the writing of JHS 2 students: A case study in

Ghana. Journal of Language Learning, 40(4), 112-128.

Brown, J. (2002). Types of errors in language learning: A comprehensive overview. Language Studies

Journal, 18(1), 23-37.

Ellis, R. (2003). Understanding the nature of language errors: A cognitive perspective. Language and

Cognition, 8(2), 145-162.

Richards, M. (2015). Sources and causes of errors in second language learning: A review of the

literature. Applied Linguistics Review, 30(3), 78-94.

Triestari, E., et al. (2012). Grammatical errors in the writing of JHS 2 students: A case study in

Ghana. Journal of Language Learning, 40(4), 112-128.

Owu-Ewie, C. (2012). Case study research methodology: A practical guide for researchers.

Qualitative Inquiry, 24(1), 32-48.

Richards, M. (2015). Sources and causes of errors in second language learning: A review of the

literature. Applied Linguistics Review, 30(3), 78-94.

Triestari, E., et al. (2012). Grammatical errors in the writing of JHS 2 students: A case study in

Ghana. Journal of Language Learning, 40(4), 112-128.