Constructionism and error analysis to understand and improve written English composition of Thai software engineering students

Teeraporn Saeheaw, Komsak Meksamoot, Nopasit Chakpitak, Arnan Sipitakiat and Nitida Adipattaranan

International Journal of Innovation and Learning, 2014, vol. 15, issue 3, 227-253

Abstract: To improve Thailand's higher education students' written English skills, this paper presents a learning innovation: the remedial framework targeting software engineering students, by integrating constructionism philosophy and leverages error analysis as a key mechanism to assess students' writing. Results show the most common errors are capitalisation, noun phrase, verb phrase, semantic word selection, determiner phrase, calque, and plurals. The assessment of a pretest and posttest written exercise was statistically significant improvements. This paper suggests that the new framework and assessment technique can improve Thais' written English by shifting from the grammar-based learning method to reach higher levels of learning.

Keywords: innovation; constructionism; error analysis; remedial framework; grammar-based learning; learning incubators; English as a foreign language; EFL; written English composition; Thailand; software engineering; software education; higher education. (search for similar items in EconPapers)
Date: 2014
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