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Thai EFL University Students' Writing in the Digital Age: Error Analysis Revisited

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Title: Thai EFL University Students' Writing in the Digital Age: Error Analysis Revisited
Language: English
Authors: Atthasith Chuanpipatpong
Source: PASAA: Journal of Language Teaching and Learning in Thailand. 2025 70:308-339.
Availability: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Error Analysis (Language), English (Second Language), Second Language Learning, Second Language Instruction, Connected Discourse, Undergraduate Students, Student Attitudes, Writing Instruction, Technology Integration, Computational Linguistics, Computer Software, Grammar, Writing Strategies, Punctuation, Interference (Language), Teaching Methods, Accuracy, Writing Improvement, Artificial Intelligence
Geographic Terms: Thailand
ISSN: 0125-2488
2287-0024
Abstract: Writing is often considered the most difficult language skill for EFL learners due to its persistent grammatical and lexical challenges. Although tools such as Google Translate and ChatGPT are increasingly used, concerns persist regarding overreliance and reduced learner autonomy. This study investigated the grammatical errors and writing strategies among Thai EFL university students, with particular attention to the impact of digital tools. Data were collected from 70 undergraduates through in-class writing and a questionnaire on writing attitudes, strategies, and resources. Errors were analyzed using a five-stage error analysis framework. The results revealed that mechanical errors, especially punctuation and capitalization, were most frequent, followed by word- and sentence-level errors. These were attributed to both interlingual and intralingual interference. Further, the survey findings showed that while the students moderately enjoyed writing, they recognized its value beyond exams. Digital tools were widely used and viewed as helpful for improving structure and coherence, yet the study highlighted the need for teacher guidance in order to ensure responsible use. The findings have suggested that effective writing instruction should combine explicit grammar teaching, written corrective feedback, and the guided use of generative AI tools in order to improve writing accuracy and to foster learner independence.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478073
Database: ERIC
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  Data: Thai EFL University Students' Writing in the Digital Age: Error Analysis Revisited
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  Data: <searchLink fieldCode="SO" term="%22PASAA%3A+Journal+of+Language+Teaching+and+Learning+in+Thailand%22"><i>PASAA: Journal of Language Teaching and Learning in Thailand</i></searchLink>. 2025 70:308-339.
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  Data: Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1
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  Data: 32
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 0125-2488<br />2287-0024
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Writing is often considered the most difficult language skill for EFL learners due to its persistent grammatical and lexical challenges. Although tools such as Google Translate and ChatGPT are increasingly used, concerns persist regarding overreliance and reduced learner autonomy. This study investigated the grammatical errors and writing strategies among Thai EFL university students, with particular attention to the impact of digital tools. Data were collected from 70 undergraduates through in-class writing and a questionnaire on writing attitudes, strategies, and resources. Errors were analyzed using a five-stage error analysis framework. The results revealed that mechanical errors, especially punctuation and capitalization, were most frequent, followed by word- and sentence-level errors. These were attributed to both interlingual and intralingual interference. Further, the survey findings showed that while the students moderately enjoyed writing, they recognized its value beyond exams. Digital tools were widely used and viewed as helpful for improving structure and coherence, yet the study highlighted the need for teacher guidance in order to ensure responsible use. The findings have suggested that effective writing instruction should combine explicit grammar teaching, written corrective feedback, and the guided use of generative AI tools in order to improve writing accuracy and to foster learner independence.
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  Data: 2025
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  Data: EJ1478073
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 308
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Error Analysis (Language)
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Connected Discourse
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Computational Linguistics
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Writing Strategies
        Type: general
      – SubjectFull: Punctuation
        Type: general
      – SubjectFull: Interference (Language)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Thai EFL University Students' Writing in the Digital Age: Error Analysis Revisited
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              Type: published
              Y: 2025
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              Value: 0125-2488
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              Value: 70
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