WORKING STUDENTS’ GRAMMATICALAND

LEXICAL ERRORS IN ORAL AND WRITTEN

COMMUNICATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 751-759
Document ID: 2022PEMJ482
DOI: 10.5281/zenodo.7528332
Manuscript Accepted: 2023-10-1
Psych Educ,2023, 6: 751-759, Document ID: PEMJ482, doi:10.5281/zenodo.7528332, ISSN 2822-4353
Research Article

Working Students’ Grammatical and Lexical Errors in Oral and Written

Communication
Jennifer M. Oestar*
For affiliations and correspondence, see the last page.

Abstract
The study sought to assess Bachelor of Secondary Education major in English working students’ oral
and written communication competence. The descriptive-correlation method was employed in this
study. The study involved 14 working students from College of Sciences Technology and
Communications’ Bachelor of Secondary Education major in English. For the quantitative part,
relevant data for this research were gathered through the researchers’ self-made 50-item oral
communication competence and 50-item written communication competence test with a table of
specifications (TOS). For the other data gathering instrument, the researcher used error analysis to
determine the oral and written communication challenges of the BSEd major in English working
students in terms of their submitted oral and written output. Results showed that student have varied
part-time jobs to support their family and studies financially. Majority of the students are in the
thorough level in written and acceptable level oral communication competence. In the content
analysis of the oral and written communication of the respondents, there were 28 recorded
grammatical errors and eight lexical errors in students’ output. A flexible learning module was
developed in response to the findings of the study.

Keywords: grammatical, lexical, errors in communication

Introduction The key findings revealed that the Filipino workforce's

It is common knowledge that communication is an
integral part of running a successful organization
(Beqiri, 2017; Ahmed, 2019), and over 70% of our
time is spent communicating with others (Prabavathi
& Nagasubramani, 2018). Specifically, oral, and
written communication skills are recognized and
valued in all academic and professional areas since
now and then. Hence, these communication types are
fundamental skills of high value (Wang, Chen, Liu,
Barkley & Wu, 2020; Meulenbroek & Cherney, 2019;
Guterman, 2019).
More so, many internships and job descriptions
include oral and written communication as a must-
have qualification (Guterman, 2019). If one is seeking
jobs and promotion, one will almost certainly need to
demonstrate good communication skills (Beqiri,
2017). National Association of Colleges and
Employees Job Outlook 2019 found that oral and
written communication is one of the four competencies
that employers value most, followed by critical
thinking/problem solving, teamwork/collaboration,
and professionalism/work ethics.
In the Philippines, continuous efforts to strengthen
communication competence are evident in the 2020
English Proficiency Index, as it ranked 27th out of 100
participating countries (Perez-Rubio, 2020). However,
it placed seven spots lower compared to 2019 results.
proficiency though high, is dropping since 2016, and
other countries have been improving faster as global
competitiveness becomes tighter each year.
Soft skills, also known as oral and written skills, are
becoming increasingly important resources in the job
market for any worker's success. Nonetheless, most
graduates who enter the job market struggle with
communication comprehension, not just in writing but
also in oral communication.
While many attempts have been made to develop these
skills in students, the results have been disappointing.
This challenge is evident in the classroom, where
students are required to talk to clarify their doubts,
give oral presentations of their research work
completed in curricular units, or respond to written
tests (Addams & Allred, 2015).
The issues on stu d en ts’ oral and written
communication competencies were also affected by
other unavoidable factors such as students preferring
to work while studying. As stated by Arceo, Dunca
and Tena (2014), students’ academic performance may
be impacted by part-time employment. It is possible
that they get too tired to study and their academic
performance might be affected.
The study is timely since oral and written
communication competence is imperative to further
improve their academic performance and get a better

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Psych Educ,2023, 6: 751-759, Document ID: PEMJ482, doi:10.5281/zenodo.7528332, ISSN 2822-4353
Research Article
job while studying. Being a part-time instructor
handing major subjects in Bachelor in Secondary
Education major in English, the researcher wanted to
come up with a study that could provide relevant and
timely findings on the status of oral and written
communication competence of BSEd English working
students. The findings would provide research-based
data for policy recommendations on the appropriate
flexible programs that students needed.
As a result, teachers and other educators at all levels of
education should encourage not only written
communication skills but also oral communication
skills because students might have inherent difficulties
with task s that in clu de oral and written
commu nication.
Finally, the researcher also plans to develop a flexible
learning module containing lesson guides, activities
and other tasks that could help them cope with their
studies while they work.
Research Questions
The study sought to assess the Bachelor of Secondary
Education major in English working students’ oral and
written communication competence. Specifically, the
study sought to achieve the following research
questions.
1. What are the part-time jobs of the BSEd English
working students?
2. What is the level of oral and written communication
competence of BSEd English working students?
3. What are the common oral and written
communication errors committed by BSEd English
working students in terms of grammatical and lexical
components?
4. Based on the study's findings, what course plan can
be developed to help working students cope with oral
and written communication?
Literature Review
The following reviews showed important variables,
viewpoints and issues highlighted in the study. It
primarily dealt with the recent findings on oral and
written communication competence.
According to National Association of Colleges and
Employers (2020), oral or written communication is
the ability to articulate thoughts clearly and effectively
in written and oral forms to persons inside and outside
of the organization. If individuals have communication
Jennifer M. Oestar
competence, they can express ideas to others; and
write and edit memos, letters, and complex technical
reports clearly and effectively.
As defined by Prabavathi and Nagasubramani (2018),
written and oral communication is used daily in
meetings, lecture halls, and exams. More than just
clearly speaking the language, communication skills
involve active listening and excellent presentation and
writing capabilities.
In a well-recognized survey, oral and written
communication is one of the four competencies that
employer’s value most. The other three are critical
thinking and problem solving, teamwork and
collaboration, professionalism, and work ethics
(National Association of Colleges and Employees Job
Outlook, 2019). For working students, they can use
academic skills to improve their work performance
too. In most workplaces, employers highly appreciate
efficient communication skills (Yusuf, Yunus &
Mohamed, 2018).
Working students may sacrifice their time for sleep
and school activities. On the other hand, it can teach
them to wisely use their learnings when they decide to
work in the real world. It helps them to mature and to
realize they need a job and an education to succeed in
the real world. It also helps them to decide what type
of business they want to get in the future (Arceo,
Dunca & Tena, 2014).
The most often used oral communication forms use in
class and at work are informal discussions, listening
and following instructions, and informal conversations
(Oteyza, Balmoria, & Sabularse, 2017), while written
communication documents include letters, emails, and
reports (Addams & Allred, 2015). Moreover, verbal
communication uses body language and tone of voice
to express meaning and tone; written communication
relies on grammar, punctuation, and word choice.
Furthermore, the commonly instructed oral
communication strategies are circumlocution, appeal
for help, asking for repetition, clarification request,
confirmation request, self-repair, and guessing
(Rabab’ah 2016 in Wei-Chieh Fang, Cassim, & Nian-
Shing, 2018).
In the similar findings of Wang et al. (2020),
Guterman (2019), Bequiri (2017), Quinto (2015), and
Rajprasit and Hemchua (2015), communication
competence is perceived as a useful skill to know
mostly because of job opportunities and provision of
quality services. Communication skills are a great way
to separate equivalently qualified job candidates
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Research Article
(Addams & Allred, 2015). Thus, it is vital to reach a
desirable position in career paths such as job
recruitment, routine work, promotion, and
advancement.
In Ahmed's (2019) findings, she stated that
communication is more than just sending and
receiving messages. The following are the benefits of
improving oral and clarifying misunderstandings,
avoiding miscommunication, improving productivity,
reducing mistakes and errors, solving tension and
conflict, and promoting relationships and trust. It
allows workers to formulate concepts, provide
transparency, and encourage collaboration and trust to
contribute to growth and development (Hutton, 2014).
Prabavathi and Nagasubramani (2018) discussed
working students’ difficulties in communicating their
needs and ideas, products, and services in terms of
issues and problems encountered. Unfortunately, some
do not have the professional impact they need to get
ahead in today's corporate world.
Further, Neeley et al. (2012) enumerated the adverse
effects of having low communicative competence.
According to them, insufficient language skills can be
harmful to accomplishing work. They also claimed
that language use inefficiencies could cause loss of
information, added work, loss of learning
opportunities, and disruption of the collaborative
process. The surveys reveal that the lack of sufficient
language skills can cause financial losses through,
among other reasons, lost contracts and incorrect
deliveries (Prabavathi & Nagasubramani, 2018).
In Mohammad's (2015) study, he observed that written
communication, such as email messages, belonged to
chains or threads. On-going communication emails
between respondents were hard to comprehend.
Moreover, the email sent did not require recipients to
respond, which is not suitable for sending
communication emails.
Further, between colleagues, the demonstration,
explanation, and instruction of English tasks seem to
be a significant challenge. In terms of the language
used in meetings, students had trouble leading a
discussion and sharing their opinions (Rajprasit &
Hemchua, 2015). Due to a lack of linguistic resources
and low strategic and sociolinguistic competence, the
intended message may not be communicated, leading
to communication breakdown (Gan, Rafik-Galea &
Chan, 2017).
Ting, Mahadhir and Siew-Lee (2010) found out in the
error analysis of oral interactions that five common
Jennifer M. Oestar
grammar errors are preposition, question, article,
plural form of nouns, subject-verb agreement, and
tense. More so, the usage of decapitalization, different
types of fonts and colors, and the occurrence of
spelling mistakes were the main typographical features
identified (Mohammad, 2015).
Further, Castillo, Cadavido, Alonzo and Red (2015)
found out that the written communication errors of the
Department of Education elementary and secondary
teachers in their locality include letter format and
structure. Another list of communication errors was on
morphological, lexical, syntactical, and mechanical
features.
Escobar-Mamani and Gómez-Arteta, (2020) found out
that despite policies aimed at developing
competencies, the expected results have not been
achieved, and deficiencies have been found in
communication development skills since most
participants do not yet demonstrate optimal speaking,
listening, reading, and writing skills.
Evidence suggests that writing is a basic workplace
communication medium (Yunus & Haris, 2014 in
Yusuf, Yunus & Mohammed, 2018). Workplace
writing in English is an essential part of the current
global workplace (Rajprasit, Pratoomrat & Wang
2015); however, it is a complex task to perform
(Johnson, 2020).
Consequently, writing skills are more challenging to
develop than other skills since they are more
demanding and are not regarded as a merely
individually oriented, inner-directed cognitive process,
but as much as an acquired response to the discourse
conventions within communities (Swales, 1990, p. 4,
in Hanane & Sidoni, 2018). The present studies on low
communication competence were also consistent with
the Philippine setting findings. Low academic
productivity due to insufficient knowledge and skills is
one of the academic issues students faced (Pestano,
2017).
Further, a study found out that Filipino students were
o b s e r v e d to h av e a v a r i ed a cc en t wh en
communicating, poor grammar conveyed within a
message, linguistic barriers range from use of jargon to
actual language, low feedback, and lack of appropriate
training suited to their needs (Hussain, Othman, Gabr
& Aziz, 2018).
However, Mahmud et al. (2019) enumerated the
similar findings of Aragon, Jimenez and Valle (2014),
Carlisle, Bhanugopan and Fish (2011) and Dessie and
Ademe (2017), Dhar (2015), Oppenheim and
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Weintraub, (2017), Seidle, Fernandez, & Perry, 2016;
Sung & Choi, 2014; Ubeda-Garcia, Marco-Lajara,
Sabater-Sempere, & Garcia-Lillio, 2013, claiming that
students’ skills can adequately be improved through
training, which results in achieving better
organizational and human resource outcomes. They
also highlighted the importance of adequately
assessing training needs analysis in delivering
appropriate training programs.
Indeed, the environmental setting plays a big part in
students' development. Pettersen (2016) concluded that
geographical location plays a crucial role in creating a
common ground for communication and social
integration among them since a core dimension in
knowledge work is social interaction. That is why
schools should devise appropriate development
programs for them.
Upskilling is the process of acquiring new and relevant
competencies needed today and years to come
(Hanane & Sidoní, 2018). Thus, upskilling of students
can be achieved by determining problems and making
solutions appropriate to their needs.
Hence, communication skills training will help one
learn how best to communicate effectively in a wide
range of situations and be direct to get the most out of
one's dealings with others (Beqiri, 2017). Further, it is
always needed to have feedback to determine the little
or big problem, which implies that it is needed in
every communication process (Oteyza, et al, 2018).
In terms of the proposed output, Nakatani's (2010) and
Rabab'ah's (2016) studies found that mastery of
prefabricated expressions can improve written and oral
communication competence. Hence, creating programs
and material to address communication problems is
possible and in need.
Comparative studies have found that raising awareness
of communicative strategies improves communication
strategy use and oral communication ability (Nakatani
2010; Rabab'ah 2016 in Wei-Chieh, Cassim, Chia-
Ning & Chen, 2018). With the aid of guidelines and
materials which promote communication skills,
improvement can be achieved.
Likewise, Peña, Rangel & Maciel (2015) found out
that there were better efficient indices on task
performance when the participants could have verbal
interaction than when the communication was
restricted. Further, Addams & Allred (2015) stated that
their respondents felt they gained improvements
through the proposed enhancement program.
Jennifer M. Oestar
In their study, Castillo, et.al (2015) recommended that
a proposed flexible learning program must be adopted
as their curricular priority. Specifically, English
proficiency activities will improve not only
personnel’s communication but also their capacity on
preparing school reports, narratives, and the like.
The success of programs, outputs, and intervention
processes rely on communication and cooperation
inside the organization. Here, the workplace may turn
into knowledge-intensive innovation centers in which
collaborative work, networking, and transformative
learning are key concepts being observed (Keisala,
Kovalainen, Majakulma, & Pitkänen, 2018).
As a synthesis of the literature mentioned earlier, the
authors presented the work and academic benefits of
oral and written communication competence, activities
requiring oral and written communication. There were
similar and contrasting findings, and these were the
gaps that further call for in-depth research.
Methodology
The descriptive method was employed in this study in
identifying the level of competence of the working
students. It involves the current nature, composition, or
processes of events being described, noted, analyzed,
and interpreted. To find trends in recorded dialogue,
researchers utilize content analysis. One can undertake
content analysis by methodically gathering data from a
collection of written, spoken, or visual texts.
Participants
The study involved 14 working students from College
of Sciences Technology and Communications’
Bachelor of Secondary Education major in English.
They served as the respondents of the study since they
are the ones being handled by the researcher in her
MJE-LING- Structures of English class. A purposive
sample is a non-probability sample that is chosen
based on demographic characteristics and the study's
goal. Purposive sampling, also known as judgmental,
selective, or subjective sampling, is distinct from
convenience sampling.
Instruments of the Study
In this study, the researcher engaged in a case study
design. It refers is an in- depth study of one person,
group, or event. According to Yin (2003), data is often
gathered using a variety of methods, including
observations, interviews, documents, and video
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resources. text, using organization and management scheme,

providing copies of annotations, assessing the
For the quantitative part, relevant data for this research authenticity of documents, exploring agenda and
were gathered through the researchers’ self-made 50- biases, validating background information, asking
item oral communication competence and 50-item questions, and exploring content. In the treatment of
written communication competence test with a table of the documents, the researchers will also adopt the error
specifications (TOS). The oral communication analysis approach conducted by Castillo, et.al (2015).
competence test contents include the following
features: fluency, interactional competence,
comprehensibility and pronunciation, grammar, and Results and Discussion
vocabulary. This involved topics on handling phone
calls and virtual activities, greeting clients and
This part of the study presents the analysis and
personnel, and delivering reports and presentations.
interpretation of the gathered data from the
Likewise, the written test contents include the questionnaire answered by the respondents. The
following features of writing: grammar, punctuation, presentation, interpretation, and analysis of the said
vocabulary richness and precision; appropriate level of data were arranged in accordance with the questions
language use; avoidance of wordiness and posited on the objectives of the study.
redundancies; knowledge of main points versus
subordinate details; and order of sentences and Table 1. Work Profile of the Bachelor of Secondary
paragraphs. This involved preparing communication Education Major in English
letters, email responses, writing reports, minutes, and
notices, and signages. The oral test will include
fluency, interactional competence,
comprehensibility/pronunciation, and
gram mar/vo cab ulary .

For the other data gathering instrument, the researcher

used content analysis to determine the oral and written
communication challenges of the BSEd major in
English working students in terms of their submitted
oral and written output. Grammatical and lexical errors
were counted based on frequency of occurrences.

Due to meager time, the researcher was able to ask one

instrument validator only. To gather the data, securing
permission from the students and Department was
Since classes were done virtually via Neo-LMS and
secured first. Afterwards, communication to distribute
Google Meet, students were able to have part time jobs
the online test, interview, and document analysis were
so they can support their family and their studies
facilitated. The researcher did the instruments' actual
during the pandemic. Most of the students’ works are
administration to entertain and clarify potential
in the tutorial services wherein they assist kids in the
concerns that might arise during the data gathering.
modular approach. Then some of them are in the fast-
Collected were organized, tabulated, and evaluated.
food chain either a cashier or a server. Others are
selling clothes and make ups online. Few are gasoline
Procedures
attendants and fruit/vegetable vendors. One works as
The researcher manually conducted frequency and construction supply sales lady.
percentage to determine the written and oral
They said they do their part-time job in the morning
communicative competence of the working students.
while they continue their studies virtually from
To interpret the quantitative part, the researcher
morning to evening sessions. They use their gadgets
adapted the competency levels of Alonzo-Condes
and do their class while working. Sometimes they
(2017).
admitted that they tend to prioritize their work over
To interpret the data derived from content analysis, the their studies for some reasons. There were times they
researcher adopted textual analysis and the steps
offered by O’Leary (2014), such as gathering relevant

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Research Article
missed requirements submission because of too much
time spent doing physical stuffs at work. Sometimes
working students complained that they cannot control
their schedule since they have boss and customers to
report too. Oftentimes these students ask for extension
or longer time for them to submit an academic-related
requirements. They tend to request for a more flexible
way of virtual schooling.
Table 2. Level of Oral and Written Communication of
CSTC Bachelor of Secondary Education Working
Students
Table 3. Analysis of the Written Communication of
CSTC Bachelor of Secondary Education English
Majors in Terms of Grammatical Error
Jennifer M. Oestar
Table 2 shows the level of oral and written
competencies of 14 BSEd English students as
measured by their written and oral tests. For the
written test, they gained the following results: 1
(7.14%) was on Thorough Level, 8 (57.14%) were on
Acceptable Level, 4(28.57%) was on Acceptable
Level, 1 (7.14) was on Minimal Level. None of the
students got an Advanced and Minimal Level. For the
oral test, they gained the following results: 5 (35.71%)
were on Thorough Level, 5 (35.71%) were on
Acceptable Level, and 4 (28.58%) were on Partial
Level. None of the students was on Advanced,
Minimal and No Practical Proficiency Level.
(continuation Table 3)
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(continuation Table 4)

This table presents the list of grammatical errors

committed by working students in their oral and
written output. A grammatical error is a term used in
prescriptive grammar to describe a faulty, unusual, or
The types of lexical errors found from BSEd English
contentious usage, such as a misplaced modifier or an
students’ composition are arranged from highest to
incorrect verb tense. It is also known as a usage
lowest frequency. Errors at the global level are
mistake.
referred to as lexical errors (Hernández, 2011). Such
Table 4. Analysis of the Oral and Written errors are evidence of the vocabulary learning process
(Llach, 2007), implying that a lexical error review can
Communication of CSTC Bachelor of Secondary
be used to determine if students have acquired
Education English Majors in Terms of Lexical Error
sufficient vocabulary.

As analyzed from the results of the error analysis, most

students commit mistakes on wordiness 40 (10.50%),
semantic error/ incorrect word choice 30 (7.87%),
Overuse words 20, (5.70%) respectively while the

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least mistakes were on error in comparison 1(0.26%),
redundancy 2 (0.52%) and word order form 4 (1.05%).
In relation the findings of the study, the researcher
developed a flexible learning module in MJE-LING
202: Structures of English. It has emphasis on the
common grammatical and lexical errors encountered
by the students while communicating orally and in
written form. Summarized lecture notes and detailed
examples of the topics were also included in the
flexible module.
Conclusion
As a solution to financial problems brought by
pandemic, students decided to have part-time jobs
making them very preoccupied with tasks that could
interfere their time for studying. Though the study did
not dig dipper to the relationship of being a working
student and its effect to academic performance (oral
and written communication competence), the findings
revealed that they are eyeing for a more flexible way
of schooling so they could comply with the class
requirements while they work.
Most of the BSEd English working students are in the
Thorough Level when it comes to written
communicative competency while in the Acceptable
Level in terms of oral communicative competence.
This shows that these students find it more difficult to
write their thoughts than to express them orally.
Use of contraction is the most common grammatical
error while wordiness is the most common lexical
error found in the document analysis of students’
written and oral output. This shows that the
participants are still confused with the use of “it’s and
its” when writing. Wordiness is also observed in
writing but is more evident in oral communication.
Students tend to use fillers and other words that can
lengthen their compositions. 4. Since none of the
students are in the advanced level, they needed a more
flexible way of learning to compensate the time they
spent working than studying. Thus, the development of
a flexible course plan for working students is needed.
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Affiliations and Corresponding Information
Dr. Jennifer M. Oestar
21 (1) 1: Deparment of Education Lucena City, Philippines
2: College of Sciences, Technology and
Communications, Inc., Philippines
759/759