Taxonomy of Grammar Error Analysis of Hong Kong Year One University Students’ Written Graphics Analysis of Quantitative Studies and Implications

This study analyzes grammar errors in the graphics analysis of given quantitative studies, produced by 117 first-year students at Saint Francis University, Hong Kong, as part of the Semester Two language course Academic Reading and Writing I. The students come from diverse academic programs, including health sciences and social sciences. The research aim is to identify common grammar error types produced by students when describing graphics for their assignments and to explore implications for instructional intervention. Given that the university is newly established and has relatively lower admission requirements, students’ language proficiency is worthy of concern. The research employs a mixed method involving qualitative taxonomy of grammar error types, coupled with quantitative methods to determine their frequencies of occurrence of grammar error types. Findings reveal that the most common errors include (1) verb tense, form and structural errors, (2) subject-verb agreement, (3) word choice errors (semantic incongruence), (4) pluralization errors, (5) article errors, and (6) quantifier errors in data description. The implications are that since graphics analysis is essential for data visualization, pattern recognition, and effective communication of research findings, targeted grammar instruction in this area is crucial. It is because these errors can distort data interpretation, create ambiguities, and undermine the overall analytical rigor; these finally lead to potential misinterpretations.