Grammar Challenges in Report Writing Under Curriculum Reform - A Case Study of English Majors in a Vietnamese University

Sep 29, 2026

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Grammar plays a crucial role in clarifying and cohering written communication in academic contexts. This study examines how senior English majors use grammar to write reports under a curriculum reform, using summative content analysis of 49 reports to identify grammatical error types, and teacher evaluations of selected extracts for meaning clarity and language interference. Frequent problems include run-on sentences, poor word choice, and errors in simple past tense use. Findings indicate difficulty expressing ideas clearly and recurring first-language interference. Results support improved instructional strategies and curricular adjustments focusing on grammar accuracy and interference issues to enhance report writing.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Background/Purpose

Materials/Methods

Results

Conclusion

Introduction and Research Focus

Research gap

Research questions

| Ed Process Int J
[www.edupij.com](www.edupij.com) | |
ISSN 2147-0901 (Print), 2564-8020 (Online) | | | | --- | --- | --- | --- | --- | | Research Article
Cite this article: Khau, H. A., & Nguyen, H. T.(2025) . Grammar challenges in report writing under curriculum reform: A case study of English majors in a Vietnamese university. Educational Process: International Journal, 16, e2025251 .
[https://doi.org/10.22521/edupij.2025.16.251](https://doi.org/10.22521/edupij.2025.16.251)
Received April 12, 2025
Accepted May 8, 2025
Published Online June 13, 2025
Keywords: English majors, grammar, grammatical errors, report writing
Author for correspondence:
Anh H. Khau
[anhkhau@tvu.edu.vn](anhkhau@tvu.edu.vn)
Tra Vinh University, Vietnam
OPEN ACCESS
© The Author(s), 2025. This is an Open Access article, distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)), which permits unrestricted re-use, distribution, and reproduction, provided the original article is properly cited. | | Grammar Challenges in Report Writing Under Curriculum Reform: A Case Study of English Majors in a Vietnamese University Anh Hoang Khau, Trang Huynh Nguyen | | | | | | Abstract
Background/Purpose. Grammar plays a crucial role in clarifying and cohering written and spoken communication throughout academic contexts. This study investigates how senior English majors use grammar to write reports, a critical skill for effective communication. Materials/Methods. A summative content analysis was conducted to examine the types of grammatical errors found in 49 reports written by 49 students. Additionally, nine Vietnamese-speaking English teachers were asked to evaluate selected extracts based on meaning clarity and instances of language interference using a two-point scale (“agree” or“disagree”) .
Results. The results show that students had various grammatical problems; the three most frequent ones were run-on sentences, poor word choice, and erroneous use of the simple past tense. Furthermore, most teachers said students had great difficulty expressing their ideas clearly and that first-language interference was regularly seen in their writing.
Conclusion. These findings point to the need for improved instructional strategies and curricular adjustments to address students’ ongoing grammatical errors in their writing. They suggest that curricula should focus more on grammar accuracy and language interference issues to enhance students’ written communication skills. | | | | | | | | | | | | | | | | | | | | | Mastering English grammar is crucial for English as a Foreign Language (EFL) students to improve their writing proficiency (Muhsin, 2016) . Grammar serves as the foundation for effective written communication, yet it remains a persistent challenge for EFL learners due to the structural differences between their first language and English (Atashian & Al-Bahri, 2018) . This paper takes this opportunity to examine how Vietnamese-speaking English majors use English grammar in their graduation practicum reports within the new curriculum. The English curriculum at this university (anonymously called “X school”) has recently shifted grammar from a separate subject to integrating it into language skills classes. In the process, explicit grammar instruction has been deemphasized, and language skills are now the focus. There is no question that grammar instruction is effective regardless of whether it is explicit or implicit. Hinkel (2024) said that teachers can focus on grammar instruction separately, particularly in academic settings, where a solid understanding of grammatical rules is seen as foundational for writing proficiency. Similarly, Swan (2005) advocated for a more explicit approach to grammar teaching, where grammar is presented as a standalone focus, especia

FAQs

What grammatical issues were most frequent in the reports?

The study found frequent problems including run-on sentences, poor word choice, and erroneous use of the simple past tense.

How were grammatical errors and clarity evaluated in the study?

Grammatical error types were identified through summative content analysis of 49 reports, and selected extracts were evaluated by nine Vietnamese-speaking English teachers using a two-point scale for meaning clarity and language interference.

What role did first-language interference play?

Teachers reported regular evidence of first-language interference in students’ writing, and many students had difficulty expressing ideas clearly.

Sep 29, 2026

Upload by dawugda