Phase 3: Discuss Errors & Build Awareness
Rules to Real Use: Gamification for Enhancing Grammatical Accuracy in Undergraduate Academic Writing
1. Purpose of Phase 3
Phase 3 was designed to help students become aware of their Subject–Verb Agreement (SVA) errors before participating in the gamified intervention. The Phase 1 writing samples were examined to identify individual and class-level patterns of SVA errors.
The discussion focuses only on SVA accuracy in academic writing.
2. Overall Findings
| Indicator | Result |
|---|---|
| Total students/codes | 110 |
| Submitted portfolios | 83 |
| Not submitted | 27 |
| Total S–V pairs analysed | 766 |
| Correct S–V pairs | 725 |
| SVA errors | 41 |
| Overall SVA accuracy | 94.65% |
| Students with 100% accuracy | 53 |
| Students with at least one SVA error | 30 |
The class demonstrated a relatively high overall SVA accuracy of 94.65%. However, the individual data reveal that some students continue to experience difficulty with particular SVA structures. This variation provides a useful basis for the targeted gamification intervention.
3. Students Showing Strong SVA Performance
The following students demonstrated 100% SVA accuracy in their submitted writing:
A1, A2, A3, A4, A5, A6, A7, A10, A13, A15, A17, A19, A20, A21, A22, A23, A27, A30, A33, A34, A36, A37, A39, A41, A42, A44, A47, A49, A50, A53, A55, A56, A57, A58, A59, A60, A73, A74, A76, A77, A78, A79, A81, A86, A87, A93, A94, A95, A96, A97, A98, A99, A100.
Why they are classified as strong performers
- No SVA error was observed in their submitted writing.
- Their S–V pairs were consistently accurate.
- They demonstrated successful application of basic SVA rules in authentic writing rather than isolated grammar exercises.
- These students can be encouraged to maintain accuracy while also attempting more complex SVA structures during the gamified activities.
4. Students Requiring More Improvement
For your research purposes, I would not call every student below 100% a “weak student.” That would be too broad. Instead, classify them according to the degree and pattern of errors.
Priority Improvement Group
| Student Code | Accuracy | Errors | Main Area Requiring Attention |
|---|---|---|---|
| A28 | 62.50% | 3 | Indefinite pronouns + collective nouns |
| A54 | 62.50% | 3 | Basic SVA + collective nouns + indefinite pronouns |
| A9 | 70.00% | 3 | Basic singular/plural agreement |
| A16 | 77.78% | 2 | Basic singular/plural agreement |
| A18 | 80.00% | 2 | Basic SVA + indefinite pronouns |
| A24 | 80.00% | 2 | Basic SVA + indefinite pronouns |
| A38 | 80.00% | 2 | Basic SVA + indefinite pronouns |
These students should receive greater attention during the Trap Hunter and Boss Battle activities, particularly on identifying the true subject and matching it with the appropriate verb.
Students Requiring Targeted Practice
| Student Code | Accuracy | Errors | Main Area |
|---|---|---|---|
| A43 | 83.33% | 1 | Basic singular/plural |
| A14 | 85.71% | 2 | Indefinite pronoun + basic SVA |
| A40 | 85.71% | 1 | Indefinite pronoun |
| A84 | 85.71% | 1 | Basic singular/plural |
| A8 | 87.50% | 1 | Basic singular/plural |
| A35 | 87.50% | 1 | Basic singular/plural |
| A48 | 87.50% | 1 | Collective noun |
| A83 | 87.50% | 1 | Collective noun |
| A29 | 88.89% | 1 | or/nor structure |
| A32 | 88.89% | 1 | Indefinite pronoun |
| A45 | 88.89% | 1 | Collective noun |
| A51 | 88.89% | 1 | or/nor structure |
| A80 | 88.89% | 1 | Indefinite pronoun |
| A82 | 88.89% | 1 | Collective noun |
| A85 | 88.89% | 1 | Collective noun |
| A11 | 90.91% | 1 | Basic singular/plural |
| A12 | 90.00% | 1 | Basic singular/plural |
| A46 | 90.00% | 1 | Indefinite pronoun |
| A52 | 90.00% | 1 | Indefinite pronoun |
| A72 | 90.91% | 1 | Basic singular/plural |
| A75 | 90.00% | 1 | Basic singular/plural |
| A110 | 90.00% | 1 | Basic singular/plural |
| A31 | 91.67% | 1 | Collective noun |
These students show mostly accurate performance with specific areas needing reinforcement.
5. Major SVA Error Patterns Identified
The Phase 1 data show that the errors are not random. They cluster around particular SVA structures:
1. Basic Singular/Plural Agreement
This is the most recurring area of difficulty.
Students sometimes fail to match a singular subject with a singular verb or a plural subject with the appropriate plural verb.
Gamification focus:
🎯 Find the Subject → Match the Verb
2. Indefinite Pronouns
Students show difficulty with structures involving indefinite pronouns.
Students sometimes find it difficult to identify whether an indefinite pronoun takes a singular or plural verb.
3. Collective Nouns
Some students require greater awareness of how collective nouns function in context.
Gamification focus:
👥 Collective Noun Trap
Students sometimes confuse a group noun with a plural subject and select the verb based on the members of the group rather than the group acting as one unit.
Members acting individually → plural verb
3. Collective Nouns
Students sometimes get confused because a collective noun refers to a group but is treated as singular when the group acts as one unit.
4. OR/NOR Structures
A smaller but important pattern appears with or/nor constructions, where students need to identify the appropriate subject relationship.
Gamification focus:
⚡ OR/NOR Trap Hunter
Students sometimes choose the verb according to the first subject instead of identifying the subject closest to the verb.
Students sometimes choose the verb according to the first subject instead of identifying the subject closest to the verb.
6. Awareness Message for Students
You can share this with students before the gamification class:
Your writing showed that many of you already have a good understanding of Subject–Verb Agreement. However, a few grammar traps appeared repeatedly—especially basic singular/plural agreement, indefinite pronouns, collective nouns, and or/nor structures.
Today, you will not simply study these rules—you will hunt them!
🔍 Find the Subject
🚫 Ignore the Trap
⚡ Match the Verb
🏆 Earn Your PointsYour goal is not just to get the answer right. Your goal is to understand why it is right.
Research interpretation
The important finding for your action research is this:
Although the class-level accuracy was high (94.65%), the individual-level analysis revealed specific and recurring SVA difficulties. Therefore, the gamification intervention is justified not merely because students have low overall accuracy, but because authentic writing exposed identifiable SVA traps that can be targeted through rule-based, interactive practice.
That is a much stronger argument for your Phase 3 → Gamification → Final Portfolio sequence.
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