Analysing Part-of-Speech Errors in Job Interviews Among Malaysian Fresh Graduates in Malaysia: Implications for Communication Competence

This study examined the utilisation of parts of speech in job interviews to assess their accuracy due to a lack of English language proficiency among job applicant candidates. Data was gathered from 26 fresh graduates applying for customer service executive and officer positions across three distinct recruitment organisations. Utilizing a qualitative method, the analysis focused on identifying instances of parts of speech using Bachman and Palmer's (1996) framework, emphasizing the crucial role of grammar competence in effective communication. The findings highlighted prevalent errors, particularly in verbs and conjunctions, while adverbs and adjectives exhibited fewer mistakes. Additionally, the study revealed a lack of awareness among candidates regarding the importance of parts of speech in both spoken and written communication. These results underscore the urgent need for collaborative efforts among involved parties in job interviews to enhance communication skills, specifically targeting proficiency in using parts of speech. The implications stress the vital significance of mastering parts of speech in job interviews, as adept linguistic abilities significantly influence candidates' capacity to convey qualifications and skills


Introduction
In the context of Malaysia, where job market competition is fierce and English proficiency among fresh graduates is often limited, the significance of addressing language barriers in job interviews becomes increasingly pronounced.Malaysian fresh graduates frequently encounter challenges in securing employment opportunities, with their limited English proficiency posing a significant obstacle The Sun (2023).Many graduates struggle to articulate themselves effectively during job interviews, lacking basic grammar knowledge and fluency in spoken English.This deficiency not only impedes their ability to communicate qualifications and skills but also hampers their overall performance and suitability for prospective roles (Mari, Ng, Gunasagaran & Kuppusamy, 2022).Therefore, it is imperative to recognize the critical role of addressing these language barriers and equipping Malaysian fresh graduates with the necessary linguistic competencies to navigate job interviews successfully.
Furthermore, the analysis of part-of-speech errors in job interviews among Malaysian fresh graduates offers valuable insights into the specific linguistic challenges they face and their implications for communication competence.By examining the frequency and types of errors exhibited by Malaysian fresh graduates, particularly in verbs, conjunctions, adverbs, and adjectives, this study sheds light on areas requiring targeted interventions (Wan Hassan, Awang & Abdullah, 2022).Addressing these challenges requires a multifaceted approach that encompasses not only improving basic grammar knowledge but also enhancing overall English language proficiency and communication skills.Such efforts are essential in bridging the gap between academic knowledge and practical application, thereby better preparing Malaysian fresh graduates for the demands of the job market (Krishnan, Kanasan, Tailan, Sundram & Kaur, 2022).
Therefore, he analysis of part-of-speech errors in job interviews among Malaysian fresh graduates underscores the urgent need to address language barriers and enhance communication competence.By recognizing the specific linguistic challenges faced by Malaysian fresh graduates and implementing targeted interventions to improve their English proficiency and communication skills, stakeholders can better support their transition from academia to the workforce.Ultimately, equipping Malaysian fresh graduates with the necessary linguistic competencies will not only enhance their prospects in job interviews but also empower them to thrive in diverse professional environments.

Insights from Bachman and Palmer (1996)-Parts of Speech
Understanding the structure of language is fundamental to effective communication and linguistic analysis.In their seminal work, language testing in practice: designing and developing useful language tests, Bachman and Palmer (1996) provide valuable insights into the classification and analysis of language components, including the classification of words into parts of speech.This literate review aims to explore their contributions to the understanding of parts of speech and its implications.Bachman and Palmer's (1996) classification of words into parts of speech provides a comprehensive framework for analyzing the syntactic functions of words within sentences.The traditional parts of speech include nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections.Bachman and Palmer (1996) delineate these categories and provide clear criteria for their identification, facilitating accurate linguistic analysis.
Each part of speech serves a distinct grammatical function within a sentence, contributing to its overall structure and meaning.Nouns denote entities, while verbs express actions or states.Adjectives modify nouns, providing descriptive information, whereas adverbs modify verbs, adjectives, or other adverbs, indicating manner, time, place, or degree.Pronouns replace nouns, facilitating coherence and cohesion in discourse.Conjunctions link words, phrases, or clauses, establishing relationships between them.Prepositions indicate spatial, temporal, or other relationships between elements in a sentence.Interjections convey emotions or exclamations, adding expressiveness to language.
Despite the clarity of Bachman and Palmer's (1996) classification system, identifying parts of speech can sometimes be challenging due to linguistic ambiguity and contextual variability.Words may exhibit different functions depending on their usage within a sentence or discourse context.Additionally, language evolution and variation across dialects and registers further complicate parts of speech analysis.However, Bachman and Palmer's (1996) framework provides a solid foundation for navigating these challenges and conducting accurate linguistic analyses.
A thorough understanding of parts of speech is essential for language testing and teaching.Language assessments often include tasks that require test-takers to demonstrate their proficiency in recognizing and using different parts of speech appropriately.Similarly, language educators utilize parts of speech analysis to design instructional materials and activities that target specific grammatical structures and promote language acquisition.Bachman and Palmer's (1996) insights into parts of speech classification and analysis inform the development of effective language assessments and instructional strategies.
As language continues to evolve and diversify, ongoing research is needed to refine and extend our understanding of parts of speech and their functional roles in communication.Advances in computational linguistics and natural language processing offer new opportunities for automated parts of speech tagging and analysis, facilitating large-scale linguistic research and language technology development.Additionally, interdisciplinary approaches that integrate insights from linguistics, psychology, and education can enrich our understanding of how learners acquire and use parts of speech in real-world contexts.Bachman and Palmer's (1996) work on language testing provides valuable insights into the classification and analysis of parts of speech, offering a comprehensive framework for understanding the syntactic functions of words within sentences.Their contributions have significant implications for language testing, teaching, and research, serving as a foundation for further exploration and advancement in the field of linguistics.Bachman and Palmer (1996) provide a comprehensive description of parts of speech in their linguistic analysis, see Table 1 the list of part speech.Source: Bachman and Palmer (1996) Table 1 reflects Bachman and Palmer's (1996) categorization of parts of speech and provides a brief description of each category based on their linguistic analysis.
Understanding the parts of speech is fundamental in language teaching as it equips students with the necessary tools to effectively express themselves.Through learning nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections, students gain a comprehensive understanding of how words function in sentences.This knowledge not only enhances their grammar skills but also improves their vocabulary and overall language proficiency.In language classrooms, teaching the parts of speech allows educators to provide structured instruction that supports students in developing strong communication skills essential for academic success and beyond.
Moreover, proficiency in the parts of speech is invaluable in professional conversation settings like job interviews.Candidates who possess a solid grasp of grammar and syntax can articulate their qualifications, experiences, and aspirations with clarity and precision.Correct usage of nouns, adjectives, and verbs enables candidates to effectively communicate their skills and accomplishments, while understanding conjunctions and adverbs helps in constructing coherent and persuasive responses.Mastery of the parts of speech not only demonstrates linguistic competence but also enhances candidates' credibility and professionalism, ultimately increasing their chances of success in securing employment opportunities.
Overall, the knowledge of the parts of speech plays a vital role in both language teaching and professional communication.By understanding how words function within sentences and mastering their usage, students are better equipped to express themselves accurately and confidently.Whether in the classroom or in job interviews, a strong foundation in the parts of speech enables individuals to communicate effectively, showcase their abilities, and achieve their language learning and career goals.

Essentials of Parts of Speech in English Language Teaching: A Scholarly Perspective
English Language Teaching (ELT) is a multifaceted discipline that encompasses various linguistic components, with parts of speech holding a central position (Halliday, 2014).
Understanding the essentials of parts of speech is crucial for both educators and learners in navigating the intricacies of the English language (Biber, Johansson, Leech, Conrad, & Finegan, 1999).This scholarly perspective aims to elucidate the significance of parts of speech in ELT, emphasizing their role in facilitating effective communication and language acquisition.

Theoretical Foundations:
Parts of speech serve as the building blocks of language structure, delineating the functions and relationships of words within sentences (Crystal, 2008).Scholars such as Noam Chomsky have highlighted the innate human capacity for language acquisition, underscoring the role of parts of speech in linguistic competence (Chomsky, 1957).The syntactic and semantic frameworks provided by parts of speech frameworks offer insights into language production and comprehension processes (Huddleston & Pullum, 2002).

Pedagogical Implications:
In ELT, parts of speech are foundational elements incorporated into lesson plans and instructional materials at various proficiency levels (Thornbury, 1999).Educators employ diverse pedagogical approaches, including explicit grammar instruction, communicative activities, and corpus-based analyses, to enhance learners' understanding of parts of speech (Ellis, 2002).Integrating technology-based resources and interactive multimedia tools can foster engagement and facilitate the exploration of parts of speech in authentic contexts (Levy, 2009).

Cognitive and Linguistic Development:
Understanding parts of speech contributes to cognitive development by fostering metalinguistic awareness and analytical skills among learners (Bybee, 2010).Developmental linguistics research underscores the progressive acquisition of parts of speech across different developmental stages, highlighting the importance of ageappropriate instructional strategies (Tomasello, 2003).Cross-linguistic studies shed light on how learners' first language influences their acquisition and mastery of English parts of speech (Odlin, 1989).

Assessment and Feedback:
Formative and summative assessments play a crucial role in evaluating learners' proficiency in identifying, analyzing, and utilizing parts of speech (Brown, 2004).Feedback mechanisms, including error correction and guided practice, are integral to scaffolding learners' mastery of parts of speech concepts (Hyland & Hyland, 2006).Dynamic assessment approaches, such as diagnostic assessments and self-assessment protocols, provide insights into learners' evolving competencies and instructional needs (Poehner & Lantolf, 2013).

Socio-Cultural Considerations:
Socio-cultural factors influence learners' engagement with parts of speech, including linguistic backgrounds, cultural norms, and communicative contexts (Norton, 2000).
Culturally responsive pedagogy acknowledges the diversity of learners' linguistic repertoires and promotes inclusive instructional practices that validate learners' linguistic identities (Gay, 2010).Collaborative learning environments foster intercultural competence and mutual respect, enriching discussions on the nuances of parts of speech usage (Kramsch & Sullivan, 1996).
The essentials of parts of speech in English Language Teaching are foundational to fostering linguistic competence, cognitive development, and intercultural communicative competence among learners.From a scholarly perspective, the integration of theoretical insights, pedagogical strategies, cognitive frameworks, assessment practices, and socio-cultural considerations enhances the efficacy and inclusivity of ELT practices, thereby empowering learners to navigate the complexities of the English language with confidence and proficiency, see Table 2, the summary of essentials of parts of speech in English language teaching.Chomsky (1957), Biber et al. (1999) and Crystal (2008) Pedagogical Implications Thornbury (1999), Ellis (2002), Levy (2009) and Brown (2004) Cognitive and Linguistic Development Bybee (2010), Tomasello (2003), Huddleston and Pullum (2002) and Odlin (1989) Assessment and Feedback Brown (2004), Hyland and Hyland (2006), Poehner and Lantolf (2013) Socio-Cultural Considerations Norton (2000), Gay (2010) and Kramsch & Sullivan (1996) Table 2 provides a structured overview of the key aspects discussed in the scholarly perspective on the essentials of parts of speech in English Language Teaching, along with the scholars/authors and references associated with each aspect.

Significance of Parts of Speech in Job Interviews: Insights from Scholarly Perspectives
Job interviews are pivotal moments in one's career trajectory, wherein candidates strive to convey their qualifications, skills, and suitability for a particular role.While interviewees focus on various aspects such as attire, demeanor, and content, the role of parts of speech in shaping communication during interviews is often overlooked.This paper delves into the importance of parts of speech in job interviews, drawing insights from scholarly perspectives to elucidate their significance in effective communication and impression management.
Importance of Parts of Speech in Job Interviews: Verbal Communication Clarity: According to Halliday (1985), parts of speech, including nouns, verbs, adjectives, and adverbs, play a crucial role in ensuring clarity and precision in verbal communication.In job interviews, articulating one's experiences, achievements, and skills using appropriate parts of speech enhances the comprehensibility of responses, enabling interviewers to grasp the candidate's qualifications effectively (Brinton, 2000).
Perception Management: Goffman's (1959) concept of impression management highlights the strategic use of language to shape others' perceptions.During job interviews, candidates strategically employ parts of speech to construct a favorable image of themselves.For instance, utilizing strong action verbs and vivid adjectives to describe accomplishments can project confidence and competence, influencing interviewers' evaluations (Jones & Pittman, 1982).
Expressing Personality and Fit: Parts of speech serve as linguistic tools for expressing personality traits and assessing cultural fit within organizations.Through the selection of words and linguistic styles, candidates convey not only their qualifications but also their compatibility with the company's values and ethos (Swales, 1990).Employing appropriate parts of speech to align with the organization's language norms can facilitate rapport-building and increase the likelihood of cultural fit assessment (Van Leeuwen, 2008).
Negotiation and Persuasion: Job interviews often involve negotiation and persuasion, wherein candidates advocate for their suitability for the role.Parts of speech, particularly modal verbs and persuasive adjectives, aid in conveying conviction and persuasiveness in arguments (Quirk et al., 1985).Effectively utilizing these linguistic resources can influence interviewers' perceptions of the candidate's confidence and persuasiveness, thereby enhancing their candidacy (Atkinson, 1984).
Scholarly insights underscore the multifaceted role of parts of speech in shaping communication dynamics during job interviews.From enhancing verbal clarity to influencing perception management, expressing personality traits, and facilitating negotiation, parts of speech profoundly impact interview outcomes.Recognizing the significance of linguistic choices in interview contexts empowers candidates to craft compelling narratives, thereby maximizing their chances of securing desirable employment opportunities.The summary is provided in Table 3.

Scholarly Perspectives
Verbal Communication Clarity Halliday (1985) and Brinton (2000) Perception Management Goffman (1959), Jones and Pittman (1982) Expressing Personality and Fit Swales (1990) and Van Leeuwen (2008) Negotiation and Persuasion Quirk et al. (1985) and Atkinson (1984) Table 3 summarizes the significance of parts of speech in job interviews, highlighting their role in communication clarity, perception management, expressing personality fit, negotiation, and persuasion through scholarly perspectives.

Past Studies
The amalgamation of scholarly inquiries into language acquisition and proficiency provides a nuanced understanding applicable to the investigation of part-of-speech errors among Malaysian fresh graduates during job interviews.Ainon Jariah et al. (2013) and Ting, Mahadhir and Siew-Lee (2010) delineated prevalent grammatical inaccuracies in spoken English, emphasizing misformation, omission, and addition as recurring challenges.Ainon Jariah et al. (2013) specifically identified errors in verb form, word form, and article usage, whereas Ting, Mahadhir and Siew-Lee (2010) observed marked enhancements in grammatical precision consequent to targeted language instruction.Such revelations intimate the likelihood of analogous linguistic shortcomings among Malaysian fresh graduates during job interviews, potentially impeding effective communication and jeopardizing employment prospects.
In a parallel vein, Simbolon's (2015) scrutiny of grammatical errors in speaking activities spotlighted deficiencies pertaining to verb groups, article usage, prepositions, and interrogatives.This insight implies a plausible struggle encountered by Malaysian fresh graduates in analogous grammatical facets during job interviews, potentially undermining their aptitude to articulate cogent ideas proficiently and professionally.
Conversely, Haziri, Dulaj, Neziri and Duraj (2023) cross-linguistic analysis of parts of speech in English and Albanian elucidated disparities in grammatical taxonomy, accentuating the necessity to appreciate linguistic nuances pertinent to Malaysian fresh graduates navigating job interviews within a multilingual milieu.This comparison underscores the imperative of accommodating diverse linguistic conventions to optimize communicative efficacy.
Ramadhani and Ovilia's (2022) emphasis on the mastery of parts of speech in constructing English sentences cogently underscores the significance of rectifying partof-speech errors among Malaysian fresh graduates, thereby augmenting their communication competence and self-assurance during job interviews.
Moreover, Munthe et al. (2023) illuminated the challenges encountered by students in utilizing parts of speech within humorous contexts, potentially reflecting hurdles Malaysian fresh graduates may confront in applying grammatical principles during job interviews, especially in endeavors to convey wit or levity.
Furthermore, Hestiana and Anita (2022) underscored the beneficial role of movie subtitles in enhancing vocabulary, suggesting a potential avenue for ameliorating language proficiency among Malaysian fresh graduates and, by extension, mitigating part-of-speech errors in job interviews.
Mahant and Ghosh's (2023) exploration of process drama's efficacy in teaching English parts-of-speech advocates for innovative pedagogical methodologies to address language deficits among Malaysian fresh graduates, potentially fostering more proficient communicators.
On the technological frontier, Jamal and Iqbal's (2023) investigation into AI integration in language learning proposes tailored interventions to address specific part-of-speech deficiencies among Malaysian fresh graduates, potentially optimizing their linguistic aptitude for job interviews.
To sum up, scholarly inquiries into language acquisition highlight prevalent part-ofspeech errors among Malaysian fresh graduates during job interviews.Studies by Ainon Jariah et al. (2013) and Ting et al. (2010) identify challenges in verb, word, and article usage, suggesting targeted language instruction for improvement.Simbolon (2015) further emphasizes deficiencies in verb groups and interrogatives, while Haziri et al. (2023) stress the importance of understanding linguistic nuances in a multilingual context.Ramadhani and Ovilia (2022) underscore rectifying part-of-speech errors to enhance communication competence.Innovative pedagogical approaches and AI integration, as suggested by Munthe et al. (2023) and Jamal and Iqbal (2023), respectively, offer potential solutions to mitigate these linguistic hurdles, see Table 4 the summary of past studies.

Research Gap
The synthesis of existing research underscores the significance of addressing part-ofspeech errors among Malaysian fresh graduates during job interviews.While studies by Ainon Jariah et al. (2013), Ting et al. (2010), andSimbolon (2015) elucidate prevalent grammatical inaccuracies in spoken English, Haziri et al. (2023) accentuate the importance of understanding linguistic nuances in a multilingual context.Ramadhani and Ovilia (2022) further emphasize the pivotal role of mastering parts of speech in enhancing communication competence, while Munthe et al. (2023) shed light on potential hurdles faced in applying grammatical principles during interviews.
However, despite these insights, a notable research gap exists concerning the specific analysis of part-of-speech errors in job interview contexts among Malaysian fresh graduates.While existing studies offer valuable insights into language acquisition and proficiency, none directly address the intricacies of part-of-speech errors in the highstakes environment of job interviews.
Understanding the significance of parts of speech in job interviews is crucial for Malaysian fresh graduates, as effective communication skills are vital for securing employment opportunities in Malaysia's competitive job market.Therefore, conducting a study focusing on part-of-speech errors in job interviews among Malaysian fresh graduates is imperative to identify specific linguistic challenges they face and to develop targeted interventions and strategies that enhance their communication competence and employability prospects.
Such a study would not only contribute to the existing body of knowledge on language learning and proficiency but also provide practical insights for educators, employers, and policymakers to tailor language instruction and interview preparation programs, thereby bridging the gap between academic training and the demands of the job market for fresh graduates in Malaysia.

Methodology
The present study utilized a qualitative research approach, employing purposive sampling to select nine participants from a specific private institution of higher learning.Purposive sampling (Creswell, 2018) was chosen to ensure that participants had relevant experience and were suitable for the study's objectives.These nice participants were selected based on their involvement in a job interview preparation workshop, where they engaged in mock interviews.
With informed consent obtained from each participant, the mock interviews were recorded to capture authentic responses and interactions.Participants understood that the recordings would be used for research purposes, specifically for analysis related to the objectives of the present study.
Data collection involved transcribing the recorded interviews, a process overseen by the researcher to maintain accuracy.To verify the integrity of the transcriptions, experts in qualitative research methodology reviewed the transcripts, ensuring that no crucial information was omitted and that the transcription accurately reflected the spoken dialogue.
Thematic analysis was conducted on the transcribed data, categorizing parts of speech according to predefined themes and patterns.Nvivo software facilitated the thematic organisation based on the parts of speech and analysis of the data, allowing for thorough exploration of the participants' responses.
Before proceeding with the analysis, the reliability, validity, and coherence of the data were rigorously evaluated by experts in the field.This step ensured that the data accurately represented the participants' perspectives and experiences, enhancing the credibility of the study's findings.

Analysis and Discussion
The analysis is being conducted on the parts of speech used by 9 job interview candidates.Mistakes and corrections are analyzed to identify common errors made by both interviewees and interviewers.Additionally, it is important to examine how parts of speech affect successful, unsuccessful, and reserved job interviews (see, Figure 1).
Upon scrutinizing the breakdown of parts of speech usage, Figure 1 shows a detailed narrative emerges, shedding light on the candidates' linguistic strategies and communication styles.Verbs emerge as the cornerstone of expression, constituting a substantial 98 % of the discourse.This dominance of verbs suggests a proactive approach in articulating past experiences, responsibilities, and achievements.Their prevalence underscores the candidates' inclination towards action-oriented language, indicative of their readiness to engage and contribute effectively in professional settings.Conjunctions follow closely behind, comprising approximately 22% of the count.This significant presence of conjunctions suggests a deliberate effort by the candidates to structure their responses coherently, linking ideas and concepts seamlessly.It reflects their ability to convey complex thoughts logically and persuasively, thereby enhancing the clarity and persuasiveness of their discourse.Nouns, while fundamental in denoting specific entities and experiences, contribute to around 10% of the discourse.This moderate usage suggests a balanced approach by the candidates in providing concrete examples and references without overwhelming the conversation with excessive detail.It showcases their ability to convey information concisely while still ensuring relevance and specificity in their narratives.
Pronouns and prepositions each account for approximately 9% of the discourse, indicating their significance in personalizing narratives and establishing relationships between elements in sentences.The consistent usage of pronouns reflects the candidates' efforts to connect with their experiences on a personal level, fostering a sense of authenticity and relatability in their storytelling.Meanwhile, the strategic deployment of prepositions facilitates the seamless articulation of spatial, temporal, and relational aspects, enhancing the overall coherence and fluidity of their discourse.
Adjectives and articles, though representing smaller fractions (around 8% and 4% respectively), wield considerable influence in adding descriptive nuances and specificity to the language employed by the candidates.Their selective use underscores the candidates' discernment in choosing words that evoke vivid imagery and convey precise meaning, thereby enhancing the richness and depth of their narratives.
In summary, this comprehensive analysis illuminates the candidates' adeptness in leveraging a diverse array of linguistic elements to craft compelling narratives during job interviews.Their strategic utilization of verbs, conjunctions, nouns, pronouns, prepositions, adjectives, and articles reflects not only their linguistic proficiency but also their ability to tailor communication strategies to effectively convey their qualifications, experiences, and suitability for the desired roles.The breakdown of the individual parts of speech is presented below.

Analysis of Nouns
R11 564: In this excerpt, the interviewee starts by expressing the difficulty of finding a job nowadays.The correction involves repositioning the noun "job" after the article and R11 578: The interviewee mentions dependency on a situation, but the correction highlights the need to position the noun "situation" after the preposition "on."This reflects a pattern of noun misplacement after prepositions, which could lead to confusion or ambiguity in communication.
S12 594: The interviewee claims to easily adjust to any environment, but the correction suggests using a noun that better fits the verb "cope."This indicates a tendency to select nouns that may not align precisely with the intended action, potentially affecting the coherence of the statement.
S17 791: This excerpt discusses the challenges at the beginning of a project, but the correction involves adding the article "the" before the noun "project."This highlights a tendency to omit articles, which can impact the clarity and specificity of the description, particularly in formal or technical contexts.
U20 916: The interviewee mentions working part-time, but the correction suggests using "part-time work" to match the noun with the context of employment.This indicates a need for precision in selecting nouns to accurately convey the intended meaning, particularly when describing roles or responsibilities.
The analysis reveals patterns of noun misplacement, omission of articles, and imprecise noun selection in the interview responses.These linguistic errors can impact the clarity, coherence, and formal correctness of the discourse.They may reflect a need for further language proficiency development or awareness of grammatical structures and conventions in written and spoken communication.Additionally, these errors could be addressed through targeted language learning strategies and practice activities focusing on noun usage and sentence structure.
Table 5 presents instances of misplaced or inappropriate nouns, verbs, and conjunctions in interview transcripts, highlighting errors such as noun-verb misplacement and incorrect word choices.Yaar…my responsibilities are to organise teaching lessons(lesson) well and yaar (.)I have to make the students acquire better English on bar with world standard like queen English…where the students can pursuit his(their) interest of(in) academic studies in an excellent stat…in their respective field(fields) (.) such as Engineering (.) science (.) law or literature.Economies(economy) (.) management etc…so much so that they can benefit the country and the world in general…yes.
(wrong noun, pronoun and preposition) S17 791 …the beginning of project…hmmm is always having some problems which involve(involves) planning (.) organisation(organizing) (.) financial constraints and discouraging response(responding) from people… posing a difficult work situation….however(.)I shall not be discouraged with my patience ↑ (.) interest and my conviction of how things can be (.) worked systematically (.) and these(this) definitely will take a lot of time (.) planning (.) organisation to realise my dream(.)knowing very well that my aim is achievable in time with my great effort…where there is a will (.)there is a way.
(wrong verb, noun and adverb) S18 825 Oh...yes=yes sure sir…accounting(accountant) _which basically meant accounting(accounts) transfers between upstream and downstream accounting…what I liked most about this section of financial accounting is the opportunity to understand upstream accounting(.)which I found fascinating (.)I worked in downstream accounting throughout my career at XXX and working with a team from upstream accounting gave me a broader comprehension of petroleum accounting and (laughs) what I did not like was the pretentious attitude of upstream accounting staff who felt superior to downstream… accounting staff and (.) so=so I made every effort to form good relationships and was congratulated on(for) my greater sense of diplomacy. (

Verbs
The analysis highlights several instances of verb-related mistakes within the interview dialogue, each identified by the interview line number.These errors encompass incorrect verb forms, missing verbs, and verb misuse.Such mistakes can hinder comprehension and suggest a lack of attention to detail in verbal expression during interviews.Errors like using "am" instead of "was" and "didn.t"instead of "didn't" demonstrate a lack of adherence to verb conjugation rules.These inaccuracies suggest a need for interviewees to review verb forms to ensure grammatical correctness in their speech.Instances of missing verbs, as seen in lines like R1 7 and R1 15, result in incomplete sentence structures.This omission can lead to confusion or ambiguity in communication during interviews.It underscores the importance of including verbs to convey thoughts effectively and coherently.
Verb-related mistakes can impact the clarity and coherence of communication during interviews.These errors may distract interviewers and hinder the interviewee's ability to effectively convey their qualifications and experiences.Errors like using "got" instead of "do" (R1 34) and "is" instead of "are" (R1 27) indicate a tendency to misuse verbs.Such mistakes reflect a need for interviewees to refine their understanding of verb usage rules to avoid grammatical inaccuracies in their speech.The frequency of verb-related errors underscores the importance of attention to detail in verbal expression during interviews.Interviewees should focus on refining their language skills, particularly in verb usage, to present themselves professionally and effectively communicate their suitability for the job.
Addressing verb-related mistakes in interview dialogue is crucial for enhancing clarity, coherence, and professionalism.Interviewees should strive to improve their understanding of verb forms, inclusion, and usage to effectively convey their qualifications and experiences during interviews.Clear and accurate verb usage is essential for making a positive impression during interviews.By paying attention to detail in their verbal expression, interviewees can make a positive impression and increase their chances of success in job interviews.

Pronouns
The transcription reveals several instances of pronoun errors made by the interviewees.These errors encompass a range of issues, including misplacement, omission, incorrect usage, lack of agreement, inconsistency, and improper references.
Interviewee 1, in Line 6, incorrectly states, "So (.) and I am married got two kids ↑."The correct phrasing should be "So I am married and got two kids."Similarly, in Line 43, the same interviewee states, "I think that should be okay la (it) should not be a problem," where the correction is "I think that should be okay.It should not be a problem." Additionally, Interviewee 4, in Line 198, uses an incorrect pronoun, stating "So your (you) man power daily for the job..." The correct phrasing should be "So your manpower daily for the job..." Furthermore, Interviewee 6, in Line 295, fails to include necessary pronouns, saying "Yes sir.I am So sorry, for the late sir because of Heavy traffic jam," which should be corrected to "Yes sir.I am sorry for being late due to heavy traffic." Improper pronoun references are also evident in Interviewee 6, Line 321, where the interviewee states, "Yes=yes with my parents which is father and mother and two siblings," which should be revised for clarity to "Yes, I live with my parents, my father, mother, and two siblings.".Moreover, inconsistencies in pronoun usage contribute to the overall lack of clarity in communication during the interviews.Interviewee 6, Line 319's response, "I have a qualification and I think I can work better," could be improved by ensuring consistent pronoun usage throughout.
Lastly, Interviewee 14, Line 663's statement, "…..some honest and some not and I could not do much," lacks proper agreement between pronouns and nouns, requiring correction to "some of them are honest and the others not...".
Addressing pronoun errors in speech is essential for enhancing the clarity and coherence of communication during interviews.By rectifying misplacements, omissions, incorrect usages, lack of agreement, inconsistencies, improper references, and overuse of pronouns, interviewees can improve the effectiveness of their verbal communication and convey their messages more clearly and professionally.
Table 7 outlines instances of pronoun errors in interview transcripts, detailing mistakes such as missing, misplaced, or incorrect pronouns, along with corrections for improved clarity and grammatical accuracy.The analysis seems to focus on identifying instances where adverbs are either missing or misused in interview transcripts.It's likely part of a broader examination of language proficiency or interviewee communication skills.The conclusion suggests that overall, interviewees were able to use adverbs correctly in most cases, with only a few mistakes observed.
Table 8 outlines instances of adverbs being used incorrectly or omitted in various interview responses.Each entry includes the source of the mistake (identified by a code), the line number in the interview transcript where the mistake occurred, and a description of the error along with the correction.

Adjectives
In the provided excerpts from interviews, various mistakes related to the use of adjectives have been highlighted, along with their corresponding corrections.For instance, in line 298, the interviewee's response lacked descriptive information about themselves, where the inclusion of adjectives could have provided a clearer depiction.Similarly, in line 313, although the use of "as well as" is acceptable, the absence of an adjective to describe the company's nature left the statement ambiguous.Line 320 exhibited a probable typo and a missing adjective, possibly concerning the interviewee's location.Furthermore, in line 334, the incorrect form of the verb "plan" and the absence of adjectives could have been rectified for better clarity.The interviewee's explanation of their tendency to get angry easily in line 881, while using the correct adjective "angry," could have been expressed more fluently by avoiding the repetition of similar terms.Additionally, in lines 1095 and 1099, errors such as incorrect verb forms, missing conjunctions, and improper pronoun usage were identified, necessitating adjustments for coherence and grammatical accuracy.Overall, rectifying these mistakes contributes to enhanced clarity and fluency in interview responses, underscoring the importance of adhering to proper grammar and word choice for effective communication.We…first of all…I will apologise to the customer first and ask the customer tell me about the reason to return the product…since the customer does not have the receipt about the product or any evidence that demonstrates the product was bought in our company…I would explain the reason why service department unable to follow what the request from that customer…I would also try to help the customer gain their rights under a reasonable condition after discussing with my superior…yes…as simple as this.(wrongadjective, miss conjunction, and wrong pronoun)

Conjunctions
In the provided excerpts from interviews, numerous mistakes related to the use of conjunctions are highlighted, along with their corresponding corrections.Instances such as in line 6 of interview R1 demonstrate misplaced conjunctions, as seen with the incorrect placement of "and" before "I am married," coupled with the absence of a necessary pronoun.Similarly, in line 43 of the same interview, the erroneous use of "and" without a preceding pronoun indicates a lack of proper conjunction usage.These errors not only disrupt the flow of speech but also hinder effective communication, illustrating the importance of understanding conjunctions' roles in conveying ideas clearly and coherently.
Continuing the analysis, line 49 of interview R1 showcases another oversight where a missing conjunction before "ahh" affects the dialogue's smoothness.Furthermore, in line 68 of interview R2, the absence of a conjunction before "the" results in a grammatically incomplete sentence, impacting comprehension.Throughout these instances, the significance of accurate conjunction usage in facilitating effective communication becomes apparent.Addressing such mistakes ensures that ideas are conveyed smoothly and comprehensibly, enhancing the overall quality of the interviews and the interviewees' language proficiency.
Concluding the analysis, further examples such as those found in lines 299 and 303 of interview R6 emphasize the detrimental impact of missing conjunctions and articles.Additionally, in line 319 of the same interview, the absence of pronouns and conjunctions creates ambiguity and disrupts coherence.Likewise, in line 325, the absence of pronouns and conjunctions leads to incomplete sentences, diminishing the interviewees' effectiveness in conveying their thoughts.These instances collectively underscore the importance of proper conjunction usage in facilitating clear and coherent communication, highlighting areas for improvement in the interviewees' language proficiency.
Table 10 displays errors in conjunction usage within interview transcripts.Mistakes range from missing conjunctions to incorrect placement.Corrections aim to enhance clarity and grammatical accuracy in the statements.) what I am trying to say is(.)I enjoyed the practical (in) aspect of the job…for example(.)dealing with people(.)handling difficult clients(.)talking to the media(.) the power of persuasion…all the essential skills needed to survive in the corporate world…what I did not like it was the lack of commitment and support from my own(my) team members (wrong adjective, miss conjunction, and wrong pronoun) S16 741 (laughs)…by taking a breather once in a while_walk away from your work station for 1-2 minutes)_splashing my face with cold water to keep calm or(as) to wash away the pain…go running to distress the body.
(wrong conjuction) S16 753 Mr. I am=I am highly capable of(for) multi-tasking duties yet(but) still delivering them efficiently and effectively…I don't retract on challenges and look(and looking) forward to growing with your company as a member of your team (laughs)/ (wrong preposition, wrongs conjunction) S17 787 (laughs) as far as I am concerned (.)I do not have many weak points in the sense that I can mix around and willing to listen to (.) others to improve myself…sometimes (.)I push hard for(on) students to accept my good ideas which can create some complications.
(wrong conjunction) S17 797 Still…I am Still there and I am looking for a full time…another reason would be why I am leaving my present job…is (.) to widen my exposure in different environments or(and) situations (.) as to learn more to cope with this changing world and in the hope that I can bring certain benefits to others in future (laughs) (wrong conjunction) S17 813 Well…human capital investment is an important factor in any organisation…my plan is…wait(waits)… the first two years _try(trying) to learn from the present system as much as possible as to(for) how to run a(an) organisation in a good way… third and fourth year after the 2 years training…try to put forward to (.) my superior my suggestion or proposal for the organisation well-being and advancement…in good faith (.) and (in) the fifth year (.) try to organise team work and try to put forward my opinions or ideas to my superior… in a more organised (.) What are the actions will you take to stop this(the) argument with customers?(wrong conjunction) R25 We…first of all…I will apologise to the customer first and ask the customer tell me about the reason to return the product…since the customer does not have the receipt about the product or any evidence that demonstrates the product was bought in our company…I would explain the reason why service department unable to follow what the request from that customer…I would also try to help the customer gain their rights under a reasonable condition after discussing with my superior…yes…as simple as this.(wrongadjective, miss conjunction, and wrong pronoun) S26 I would describe myself as a person who is kind and occasionally perfectionist…a person can be kind but not necessarily good (.) likewise a good person can be nice to you but not necessarily kind (.) it depends on the situation…for example…I can do all the great stuffs to my friend (.) but deep in my heart(.)I did not really mean what I did …to make matters worse (.) being kind to them as somewhat an obligation for them without having the intention to do so… I would only be kind to the people who I find inappropriate to avoid conflicts (.) besides…I am aware that being too much of a perfectionist can be a bad thing…being not perfectionist…can also be a good thing…If we are always perfectionist…expecting everything to be perfect and achieve success in life or what not…I can say that we won't go far in life (.) this is because we think we can do it (.) yes…we think we can do it (.) but the truth is…we can't ....this is based on my experience….that is why (.)I would describe myself as a person who is occasionally perfectionist.(wrong preposition, wrongs conjunction)

Prepositions
In interviews R1, R2, R3, and R4, candidates displayed errors in their use of prepositions.For instance, in R1, the candidate incorrectly stated, "So you got (have) to do ah…inventorying from the beginning," and later in the same interview, another mistake was made with, "Here we don't have (it).Because (in) here they believe that by 5.30 you should finish your work."Similarly, in R2, the candidate's question, "Okay.So what is that … where do you stay (at)?" contained a prepositional error, as did the statement in R3, "Before this (where) you work (.) got some basic experience ahh in this (.)I mean clerical job."Additionally, in R4, there was a similar mistake in the inquiry, "Hmmm…so where do you stay (at)?" Interviewees in R5, R6, and R9 also exhibited similar errors in their use of prepositions.
In R5, the candidate stated, "My highest educational background is (in) Degree in Information Technology from UiTM," while in R6, an error was made with, "Yes sir.I am So sorry, for the late sir because of Heavy traffic jam."Furthermore, in R9, there was an error in the statement, "Hmm (laughs) sounds like tricky…question (laughs) but I would say to know what the nature of the company is." Moreover, candidates in interviews S12, S15, and S16 encountered similar issues.In S12, the statement, "I was able to satisfactorily ↑ negotiate repayment schedules with multiple vendors," contained a prepositional error.Similarly, in S15, errors occurred in both lines 705 and 717.In line 705, there was a mistake with, "We organised EcoExplorace and Electronic Waste Collection Campaign so as to educate the campus community on environmental issue," while in line 717, the candidate said, "Having other backup plan in term of sudden change of plan is also important so as to prevent myself."Additionally, in S16, errors were found in lines 737, 739, 745, and 753, with prepositional mistakes evident throughout the interview transcript.

Article
In the analysis of the provided interview lines, numerous mistakes in the use of articles were identified across different candidates' responses.These errors encompassed instances of missing articles or incorrect article placement.For instance, in R6, there was a notable omission of the article "a" in the phrase "butit was a different field."Similarly, S7 exhibited a lack of proper articles in expressions like "Sir, for time being," which should be "Sir, for the time being."Additionally, in R9, there was a need for correction in the phrase "part time like job handling customers care line," where "a" was missing before "part-time job" and "the" was omitted before "customer care line." Continuing the analysis, in S17, the correction highlighted the need for the article "an" before "English language center," indicating a consistent pattern of oversight in article usage.Moreover, in U19, the phrase "I am once a student" required correction to "I was once a student," rectifying the improper use of the article "a." Additionally, U21 showcased an instance where "for two month in handling" needed to be corrected to "for two months handling," emphasizing the importance of accurate article usage in conveying intended meaning.Lastly, in U23, the correction addressed the omission of "the" before "kind of work pressure," underscoring the significance of precise article placement in effective communication.
Overall, the analysis underscores the prevalence of various errors related to the use of articles throughout the interview lines.While these mistakes ranged from missing articles to incorrect usage, the candidates generally demonstrated some proficiency in employing articles correctly, albeit with occasional lapses.
Table 12 highlights errors in the usage of articles (definite article "the" and indefinite articles "a" and "an:) within interview transcripts.Mistakes include missing articles, incorrect article choices, and misplaced articles.Corrections aim to improve grammatical accuracy and clarity in the statements.

Discussion
The analysis of the interview transcripts provides valuable insights into the linguistic proficiency and communication skills demonstrated by the candidates.It illuminates the prevalence of errors across various parts of speech, ranging from verbs to pronouns, adverbs, adjectives, conjunctions, prepositions, and articles.These errors, which include misplacements, omissions, and incorrect usage, significantly impact the clarity, coherence, and overall effectiveness of communication during job interviews.
Verb-Related Mistakes, the analysis uncovers a concerning trend of verb-related mistakes scattered throughout the interview transcripts.From incorrect verb forms to missing verbs and misuse, these errors present substantial barriers to effective communication during job interviews.For instance, instances where candidates incorrectly conjugate verbs or omit them altogether can lead to confusion and hinder comprehension.This underscores the fundamental need for candidates to review and reinforce their understanding of verb conjugation rules and forms.Clear and precise verb usage not only facilitates accurate conveyance of thoughts but also enhances the perception of competence and professionalism in the eyes of prospective employers.Addressing these verb-related mistakes is imperative for ensuring clarity, coherence, and overall effectiveness in verbal communication during job interviews.
Pronoun errors emerge as another prominent issue highlighted in the analysis of the interview transcripts.These errors encompass misplacements, omissions, incorrect usage, lack of agreement, inconsistency, and improper references, all contributing to communication challenges.When pronouns are used incorrectly or inconsistently, it can lead to confusion regarding the intended meaning of statements, thereby impacting the clarity and professionalism of the candidate's communication.Rectifying these errors is paramount for enhancing clarity and coherence in verbal expression, ensuring that messages are conveyed accurately and professionally.Candidates must pay careful attention to pronoun usage to avoid undermining their credibility and effectiveness during job interviews.
Furthermore, the analysis underscores various issues related to the use of adverbs, adjectives, conjunctions, prepositions, and articles in the interview dialogue.Errors in these areas can disrupt the flow of conversation, impede fluency, and introduce ambiguity or confusion into communication.For example, missing adverbs or misused adjectives may fail to provide necessary context or descriptive nuance, while improper conjunction usage can lead to disjointed or fragmented speech.Addressing these mistakes is essential for improving overall language proficiency and ensuring that ideas are conveyed clearly and coherently during job interviews.Candidates must focus on refining their usage of these linguistic elements to enhance the effectiveness of their verbal communication and increase their chances of success in securing employment opportunities.
The analysis underscores the critical importance of meticulous attention to detail in verbal expression and the ongoing development of language proficiency.By identifying and rectifying errors across various parts of speech, candidates can significantly enhance their communication skills and increase their effectiveness in job interviews.Additionally, targeted language learning strategies and practice activities focusing on specific areas of improvement are invaluable tools for refining linguistic proficiency and effectively conveying qualifications and experiences during interviews.

Implication of the Study
The study titled "Analyzing Part-of-Speech Errors in Job Interviews Among Malaysian Fresh Graduates in Malaysia: Implications for Communication Competence" holds significant implications for diverse stakeholders within the Malaysian job market, education sector, and recruitment processes.
Undergraduates and Fresh Graduates: The study sheds light on prevalent linguistic errors often observed among fresh graduates during job interviews.Recognizing these errors empowers undergraduates and fresh graduates to concentrate their efforts on refining these areas, thereby augmenting their communication skills and bolstering their prospects in job interviews.Understanding the pivotal role of linguistic proficiency in securing employment, these individuals can prioritize language acquisition and seek out resources or training programs to address identified weaknesses.
Job Seekers: Armed with insights gleaned from the study, job seekers gain awareness of common linguistic pitfalls and can actively mitigate them during job interviews.
Appreciating the importance of lucid and coherent verbal expression, job seekers can tailor their preparatory strategies to encompass targeted practice on verb conjugation, pronoun usage, and other identified areas of concern, thereby enhancing their interview performance.
Teachers/Instructors and Course Modules: Educators can leverage the study's findings to inform curriculum development and instructional methodologies, ensuring that language proficiency and communication skills are adequately emphasized in educational programs.Course modules can be adapted to incorporate focused exercises and assessments aimed at enhancing students' mastery of various parts of speech, better equipping them for job interviews and professional communication in the workplace.
Employers and Recruitment Agents: The study equips employers and recruitment agents with a deeper understanding of the linguistic hurdles faced by fresh graduates during job interviews.This understanding can inform recruitment practices, aiding in the establishment of realistic expectations regarding candidates' communication abilities.Employers may opt to provide additional support or training to new hires to address identified communication gaps, ultimately facilitating smoother onboarding and integration into the workplace.
Higher Learning Institutions: Higher learning institutions can leverage the study's findings to evaluate the efficacy of their language programs and pinpoint areas for enhancement.By integrating the study's implications into institutional policies and practices, these institutions can better equip students with the requisite communication competencies for success in the job market and beyond.Overall, the study underscores the critical importance of linguistic proficiency and effective communication skills in the realm of job interviews among Malaysian fresh graduates.Addressing identified weaknesses and implementing targeted improvement strategies can empower stakeholders at various levels to enhance graduates' employability and success in the competitive job market, see Table 13.
Table 13 presents the stakeholders involved and the implications of the study for each group within the context of Malaysian job interviews among fresh graduates

Conclusion
In conclusion, the analysis of part-of-speech errors in job interviews among Malaysian fresh graduates underscores the critical importance of linguistic proficiency and effective communication skills in securing employment opportunities.The study has provided valuable insights into the prevalence of errors across various linguistic elements such as verbs, pronouns, adverbs, adjectives, conjunctions, prepositions, and articles.These errors significantly impact the clarity, coherence, and overall effectiveness of communication during job interviews.
The implications drawn from this study have far-reaching significance for stakeholders within the Malaysian job market, education sector, and recruitment processes.
Undergraduates and fresh graduates are empowered to focus their efforts on refining linguistic skills, thereby enhancing their prospects in job interviews.Job seekers can actively mitigate common linguistic pitfalls armed with insights from this study, thus improving their interview performance.Educators can adapt curriculum and instructional methodologies to emphasize language proficiency and communication skills, better preparing students for the job market.Employers and recruitment agents gain a deeper understanding of candidates' communication abilities, aiding in recruitment practices and onboarding processes.Higher learning institutions can evaluate and enhance their language programs to better equip students for success in the competitive job market.
While this study provides a comprehensive analysis of part-of-speech errors in job interviews among Malaysian fresh graduates, further research is warranted to delve deeper into specific linguistic challenges and their impact on employment outcomes.The studies could explore the effectiveness of targeted language learning interventions on improving communication skills and employability.Additionally, longitudinal studies tracking graduates' career trajectories based on their linguistic proficiency and communication skills could provide valuable insights into the long-term implications of addressing these challenges.
In essence, addressing linguistic challenges identified in this study through targeted interventions and continued research efforts can contribute to enhancing graduates' employability and success in the job market, ultimately benefiting both individuals and the Malaysian economy as a whole.

Figure 1 :
Figure 1: The use of Parts of Speech by Nine Candidates , ensuring proper grammatical structure.This indicates a tendency to misplace nouns in the sentence structure, potentially affecting clarity and fluency.

Table 1 :
Parts of Speech

Table 2 :
Essentials of parts of speech in English language teaching

Table 3 :
Significance of Parts of Speech in Job Interviews

Table 5 :
Nouns Interview Line Mistake and corrections R11 564 You now… sir (.) nowadays not easy to get a job sir.( As you know sir, it is not easy to get a job nowadays sir) ( 2 Verb and noun misplace) R11 564 ↓.I do not sir (I don't know how to describe my feeling sir) (laughs) sometimes I feel so sad where my life leads to (laughs) hmmm.(Verb and noun misplace) R11 578 Sir…that depends sir (that's depend on the situation sir)…oh no how could I simply scold them (Noun Misplace) S12 594 I easily adjust (verb) to any environment (laughs).( I easily can cope with the situation) (Not suitable verb and noun) S12 594 I am a team player.(I like to work as a team) (Not suitable noun) S12 598 it was a friendly and fun atmosphere (It was very friendly and fun vibes there) and I actually enjoyed going into work each morning (Actually, I'm very enjoy went to work every morning) (Not suitable noun) (Verb and Conjunction misplace) S14 663 …..some honest and some not and I could not do much (.) (……some of them are honest and the others not….) was a great feeling and the biggest failure would be to not(cannot) handling the dysfunctional group dynamics… in a professional way…I (was) supposed the best way was to handle it up front_(confront) them for what they ↓ were doing or not doing right_but there wasn't much time to deal with it because the event was more important.Sometimes you just have to deal with it (.) whether you like it or not.(wrong preposition, wrong noun and wrong verb) S16 751 As…everyone would say…I want this job as it better fits my current description (.) soon to be an(a) MA graduate(graduated) and I really enjoy doing research work and hope that this will be a training ground for me to join the corporate word(world).(wrong noun) S16 755 Hmm…my goals=my goals…what…yaa (.) for the future are(noun) to become a highly respected consultant in a consultation business on(in) communication and engagement skills and a part-time translator.(wrong preposition, wrong noun) S16 759 (laughs) you are funny Mr…the nest(last) boss is the current boss I am working for right now and also my previous boss as I have learnt a great deal from them…there is no worst boss (.) only a misunderstood boss…once you get to be in their shoes (.) you will understand why they do(done) the things they do.
my own need(needs)…due to my responsibility for my family…I have chosen my parental needs even though I have to abandon my own decision which makes me sad…however (.) it turned out well… after all…who knows better than us…if not our parents.(wrongnoun) wrong preposition and noun) S18 835 Well…_ring=during those early days of employment (.)I handled stress and pressure by delving into reading…I found great comfort in losing myself in the world of books which created a lifelong habit(habits) of reading (wrong noun) U19 873 Hmm…_(I) like learning new things with new people (.)(and) Dislike _...little job scope.(missing noun, missing conjunction) U20 916 Yes…=yes (I worked) part time (but) just for a few months sir… (no noun, verb and conjunction) U20 918 (I worked with) Customer service in (.) maxis and they pay for hours.seem impossible to get anyone to join…what I did was I calmed myself down…I try to seek help from the president and vice-president to get more members (.)I persuaded many people to join (.) nicely (.) and accepted their rejection calmly.(wrongpreposition, wrong noun and wrong verb) S26 1124 Oh yes…recently (.)I have been facing a decision to pick in between my family needs and

Table 6
outlines various errors related to verb usage in interview transcripts, such as missing verbs, wrong verb forms, and misplacement of verbs, affecting clarity and accuracy in communication.

Table 6 :
Verbs Okay we work just according to the time la .No.There is no like other company like (where) you work 24 hours around the clock and then they give you ah…phone allowance those allowance.Here we don't have (it).Because (in) here they believe that by 5.30 you should finish your work.No problem la.Only one in a while you overtime.So basically (.) (we) don't have any additional allowance but you work in the (at) night we give you meal allowance and those kind of things la okay?I will talk about your interest in our organisation…I mean to the director and we will get back to you once you are short listed.About the transport (.) we can arrange.Nothing to be worries about it.As long as you could travel and (are) willing to work extra hours.) and these(this) definitely will take a lot of time (.) planning (.) organisation to realise my dream(.)knowing very well that my aim is achievable in time with my great effort…where there is a will (.)there is a way.(wrong verb, noun and adverb) S17 799 Ya…well…this job in this organisation can widen my exposure in different environments(.)whereby I can improve further myself and in turn(turns) (.) in the hope that I will bring some benefits to the society at large yes…I … the first two years _try(trying) to learn from the present system as much as possible as to(for) how to run a(an) organisation in a good way… third and fourth year after the 2 years training…try to put forward to (.) my superior my suggestion or proposal for the organisation well-being and advancement…in good faith (.) and (in) the fifth year (.) try to organise team work and try to put forward my opinions or ideas to my superior… in a more organised (.) (.) how good are you in computer?(Areyou) Okay with computer (.) (You have) no problem?(wrong verbs) R1 No problem ahh …because this is a computerise warehouse.And I think about the product you can learn la …no problem.So…actually our product ah (.) we sell it (the) fans for company and you know we are consultant for the raw materials too (.) then (.) the main raw material ah metal sheet like you said (.) and then we have motors.So (is) my warehouse (.)I am looking a person to take care of my warehouse (wrong verbs) R1 So you got (have) to do ah…inventorying from the beginning.Because it's not really well maintain la.Okay so (.)I will teach you la how to go to (through) the system (.) if let say you success la.Okay (.) so …where are R1 Cannot (it be) earlier?You don't have any annual leave with you? (missing verb) R1 Owhh finish (.)So (.)I cannot promise anything yet.I will call you tomorrow.Let me talk to my boss today and (I) will call you R3 Hmm…why you (.) why you (are) not keen to do same field?Like looking for another tuition centre to work? (missing verb) R3 Oh okay.So actually… (.)I am the HR manager here ↑.So what I don't know…ahhh…I will see whether you can fit in.What I am looking for (.)I (am) also looking for someone to take care the consulting but I also need someone who can handle auditing…so are you ↑ good in computers?(missing verb) R3 Before this (where) you work (.) got some basic experience ahh in this (.)I mean clerical job.So you can fit in.No problem and ahh…is (are) you comfortable?You know working with people.Do you (.) have any problem … communicating with people all?better job and I (am) also very confident=confident that (laughs) I can sustain here (.) in this company (missing verb).R3 But I think salary=salary (is) also important.You should feel comfortable working here.You know I don't want then because.Then because you want to work here you go for low salary and then you don't feel happy la.(missing verb) R5 Yes…Do not worry ok...wait (.) do (are) you able to travel?(wrong verb) R5 Do(Are) you able to travel?(wrong verb) R6 (laughs) I think so.I think I will got a job…no la sir…just kidding (.) nanti marah pula (Malay language) (laughs).(no verbs) R6 Are are…you enjoying working there?(.) Hopefully…yes (no verb) R6 If I deserve ↓ no problem.I stay here till my retirement (laughs) but it also depends on the company' welfare.(no verbs) S7 So far no, I think.But you know Maxis record all our conversation so if there is anything they would tell me.Let me recall, so far no la sir.I am very sure.(no adverb and verb) S8 Hmm…I feel I was lack of computer skills because I seldom use a computer.But this is the time to start or learn and of course I can improve it and getting better (laugh) I think so (laughs).Yes…I see how.(no verb I do not sir (I don't know how to describe my feeling sir) (laughs) sometimes I feel so sad where my life leads to (laughs) hmmm.(Verb and noun misplace) R11 actually I don't understand your questions sir…but correct me if am not(cannot) handling the dysfunctional group dynamics… in a professional way…I (was) supposed the best way was to handle it up front_(confront) them for what they ↓ were doing or not doing right_but there wasn't much time to deal with it because the event was more important.Sometimes you just have to deal with it (.) whether you like project…hmmm is always having some problems which involve(involves) planning (.) organisation(organizing) (.) financial constraints and discouraging response(responding) from people… posing a difficult work situation….however(.)I shall not be discouraged with my patience ↑ (.) interest and my conviction of how things can be (.) worked systematically (.hmmm…possessing and keeping a positive attitude and always looking for a…workable solution to a situation (.) even if it might be challenged by my colleagues or the supervisor ↓ (.) and finding ways to consult is a valuable tool and often open (.) doors to creating(creates) a ) first of all (.) my name is XXX… This year (.)I am XXX years old (.) and… I came(come) from XXX (.) my first education was in the Centre for Foundation of University of Malaya (.) then I continue(continued)my study on Accounting in UUM (.) and then… I got my first degree recently.(wrongverb) S27 (laughs) in my opinion (.) becoming an excellent leader is very

Table 7 :
Pronouns You must learn the job fast ahh.You should learn the job fast and initially you can work with the production people la … learn the products and everything and ahh … can fully take over the warehouse la.The interviewee mentions their work experience but fails to include an adverb before the verb "work."Thecorrection would be "I am currently working for export documentation in XXX." R6 (Line 302): The interviewer asks if the interviewee has any work experience.There's no adverb in the question, which would typically be expected.Perhaps the interviewer should have asked, "Do you have any previous work experience?"S7 (Line 379): The interviewee states they have no working experience.Here, an adverb is missing from "so far."The sentence should be something like, "So far, no, I think."S8 (Line 419): The interviewee discusses their lack of computer skills.An adverb is missing before the verb "improve."The corrected sentence might be, "And of course, I can improve it and get better."R10 (Line 522): The interviewee mentions the importance of trying.Here, an adverb is missing before "try."A corrected version could be, "Well, yeah, hmm, you should always try because there's no harm in trying, I guess."S12 (Line 602): The interviewee discusses negotiating repayment schedules.There's a misplaced adverb in the original sentence.The corrected version would be, "I was able to negotiate repayment schedules satisfactorily with multiple vendors."S17 (Lines 791-801): There are several mistakes in this passage, including incorrect verb forms, misplaced adverbs, and missing adverbs.Corrections are needed throughout the passage to improve clarity and grammatical accuracy.
) then only better.See if (you) can't reduce (it,it is) means okay.You don't have to force yourself la.(missing verb and pronoun) R3 136 Okay ahhh…XXX you didn't write what job you applying for?Ahh…I don't know what to offer for you (.) but maybe you can tell little bit about yourself.What are you doing before?Because here your resume (you) state working in tuition centre.Are you a teacher or what ::

Table 8 :
Adverbs I am very sure.(no adverb and verb) S8 419 Hmm…I feel I was lack of computer skills because I seldom use a computer.But this is the time to start or learn and of course I can improve it and getting better (laugh) I think so (laughs).Yes…I see how.(no verb and adverb)

Table 10 :
Conjunctions can bring more profits to your company.I can do well in our company.Hmm…and I have the qualification.Of course (.)I can let your company customer will be increased.I still can let all customers to have a good service if I work in your company (no conjunctions) S8 Sure, well, I should be polite to customers and give them the good service.Even I the customer is wrong but alswe could not blame them .ya…that is all (laughs) (no conjunctions and no pronouns) R9 (laughs) This is a super good question sir.Even now I am stress for getting a job.Hmmm…well…stress it depends because like me I always listen to songs and I think it is a good way to resolve.(no pronouns and conjunctions) R9 Currently…I am doing part time like job handling customers care line and I am looking for a permanent job.I like marketing job a lot.I saw your company got a walk in interview so (.)I am interested…ya I like

Table 11
outlines errors in preposition usage within interview transcripts.Mistakes include missing prepositions, incorrect prepositions, and misplacement of prepositions.Corrections aim to enhance clarity and grammatical accuracy in the statements.Okay we work just according to the time la .No.There is no like other company like (where) you work 24 hours around the clock and then they give you ah…phone allowance those allowance.Here we don't have (it).Because (in) here they believe that by 5.30 you should finish your work.No problem la.Only one in a while you overtime.So basically (.) (we) don't have any additional allowance but you work in the (at) night we give you meal allowance and those kind of things la okay?describe myself as a person who is kind and occasionally perfectionist…a person can be kind but not necessarily good (.) likewise a good person can be nice to you but not necessarily kind (.) it depends on the situation…for example…I can do all the great stuffs to my friend (.) but deep in my heart(.)Ididnot really mean what I did …to make matters worse (.) being kind to them as somewhat an obligation for them without having the intention to do so… I would only be kind to the people who I find inappropriate to avoid conflicts (.) besides…I am aware that being too much of a perfectionist can be a bad thing…being not perfectionist…can also be a good thing…If we are always perfectionist…expecting everything to be perfect and achieve success in life or what not…I can say that we won't go far in life (.) this is because we think we can do it (.) yes…we think we can do it (.) but the truth is…we can't ....this is based on my experience….that is why (.)I would describe myself as a person who is

Table 13 :
Summary of the Implication