Interlanguage Performance of EFL College Students: Evidenced in the First Semester of the English Letters Major-Indonesia

In EFL teaching, it has been theorized that intelligibility can be achieved by relative closeness of oral performance to the standard of EFL proficiency. The current study sought to investigate the position of interlanguage performance of EFL college students in terms of intelligibility of the language product (Speaking). Ten students’ Mid Semester Tests of the Speaking Class were videotaped as the source of data in the study. They were in the First Semester of the English Department, majoring in English Letters. The oral performance of EFL college students as the research subjects were analyzed employing QDA Miner, a research software for text mining to position the students’ points of interlanguage approximation. As it was only a case study with a limited number of subjects, the findings may not represent EFL students in general. It was revealed that only minimum intelligibility had been achieved. The students produced ungrammatical utterances, mispronounced words, limited communication strategies, lack of sentence variations, and most surprisingly with only a narrow scope of vocabulary selection to express their unforgettable memories in monologues. The errors were attributed to the influence of the mother tongue (Indonesian or Javanese in particular) within the interlanguage boundary of English and Indonesian. Room for improvement is still ahead as they are heading for the next seven semesters in the English Department. The study, pedagogically, concludes that, in teaching EFL, considerably sufficient proportions of teaching pronunciation, grammar, and vocabulary, should be given throughout the process of learning for the students to achieve the standard of EFL proficiency.


Introduction
Learning English as a foreign language has become obligatory in Indonesia starting from Elementary School to College Level of Education (Iftanti, 2012). However, when it comes to intelligibility, there are still problems here and there of different characteristics be they institutionally, departmentally or even individually. At college level, for instance, for non-English department students, EFL is taught as ESP (English for Specific Purposes) with only four to six credit points (equal to 94-140 hours of instruction), resulting in lack of confidence in the four language skills, let alone in accordance with their fields of studies (Renandya et al., 2018). Many of the students may, therefore, take extra courses outside the formal setting of education to qualify for their professions where English is being used on official basis. For English department students, the case is quite otherwise. They are trained to be competent in the four language skills as they are supposed to take positions as English teachers, translators or interpreters upon graduation (Anugerahwati & Saukah, 2010). Besides, they have got interests and motivation to learn English as a major of study. EFL in the English department is labeled as general English under education, linguistics or literary studies.
This study took place in the department of English Letters and sought to investigate the positions of interlanguage performance in speaking-right from the first semester to help make departmental policies related to the curriculum design tailored to the students' needs as graduates of an English Department-learning EFL as an end in itself at undergraduate level. They can still pursue further education at master or even doctorate programs, specializing in English education, linguistics or literature. English lecturers' quality requirements are quite high-minimally having master degrees in linguistics, applied linguistics, and (English) literature; even many have got their doctorate degrees up to academic professorship (Songbatumis, 2017).

Research on Interlanguage Performance
Research on interlanguage performance has been conducted world-wide, involving a wide range of students. A research (Al-Khresheh, 2015) reviewed interlanguage theories related to second language acquisition. It was elaborated that interlanguage theories had enjoyed their heyday as indicated by the emergence of teaching methodology based on the influence of the native language upon second or foreign language acquisition. The review ended in a surprising conclusion that interlanguage is not any more relevant in EFL teaching. However, it is important to have a little bit of awareness that the phonological system of the native language is inevitably to influence the acquisition of the target language pronunciation. It has been greatly felt by English teachers of Japanese nationality-how difficult it is to have correct pronunciation in order to be intelligible (Uchida & Sugimoto, 2020). The difficulty of pronunciation has also been confirmed in a research (Levis, 2020), that it is almost impossible to achieve native-like pronounce. It is recommended, however, to have near-native pronunciation.
It has been theorized that language is used to make meanings-relative ease of both decoding and encoding meanings (Quiroz, 2018). Meanwhile, a research (Moedjito et al., 2019) reported factors that make EFL learners' utterances more intelligible within the global intelligibility. It concluded that correct pronunciation accuracy and meaningful vocabulary are among the dominant factors influencing intelligibility. Very lately, correct grammar apart from pronunciation accuracy has also been claimed as contributing to intelligibility issues as reported in a book chapter (Roshid, 2020). It is also stressed that intelligibility does not have to be native-like but mutual understanding.

Theoretical Highlights on Interlanguage
Interlanguage was preliminarily defined by Selinker (1967) as the separate linguistic system produced by a second or foreign language learner on his or her attempt to perform in the TL while in the process of learning. The term 'interlanguage' is referred to as 'approximative system' by Nemser (1971) and, 'transitional competence' by Corder (1967. The three scholars undertook this in response to Lado (1957) who claimed that second language learners' linguistic products were thoroughly influenced by the native language (Tarone, 2012). Besides, the term 'interlanguage has revised its hypothesis in fourth themes, from its original hypothesis (lack of comprehensible input), to the second theme (influence of universal grammar on interlanguage development, the third theme (social context as central role), and the fourth theme (phenomena of fossilization). Historical and methodological perspectives have been expanded and elaborated in 'Interlanguage: Forty years later' (Han & Tarone, 2014).
Regardless of controversial debates over interlanguage theories, for the sake of the current study, it is necessary to highlight significant claims of the theories. An encyclopedia (Tarone, 2012) outlines Selinker (1972)'s hypothetical-psycholinguistic process of interlanguage, namely (1) native language transfer (2) transfer of training, (3) strategies of communication, (4) strategies of learning and, (5) fossilization phenomena. The most fundamental claim of hypothesis is that the linguistic forms of interlanguage are systematically produced at every level: phonology, morphology; syntax, semantics and pragmatics. They are not the native language (NL), nor the target language (TL), but in-between NL and TL. This has challenged researchers as to which point of interlanguage products that a particular student's second or foreign language is globally intelligible.
Interlanguage errors can be viewed as a result of negative transfer of NL in an attempt to produce TL such as carrying over the NL sounds or structures into the TL. Students may also wrongly transfer training contents due to previous learning experience or linguistic items overlearned / over-drilled for a curtain period of time. They may also apply a particular communication strategy in a wrong way, resulting in miscommunication. They may also perform a particular strategy of learning by making errors, but later on manage to correct the errors upon completion of the whole learning processes. Finally, they may fossilize or stop developing (Wei, 2008). This may occur when second or foreign language learning commence at later age.

Research Questions
Controversial debates over whether or not the first (native) language influence the second or foreign language acquisition have been around in EFL teaching contexts. First of all, those in support of contrastive analysts' hypothesis stress that differences between the native and the target languages constitute learning problems while similarities facilitate learning processes. Conversely, those in opposition argue that similar and systematic errors occur in second or foreign language learners regardless of the first language backgrounds. These two opposing poles triggered the emergence of Interlanguage Hypotheses.
This study attempted to revisit the case of the first semester students majoring in English Letters (Literature) in the mid semester test of their speaking class in terms of interlanguage performance under the following research questions: 1) In terms of interlanguage, what words are most frequently used by the students along the monologues to express their 'unforgettable memories'?
2) In terms of interlanguage, how grammatical are the students' utterances along the monologues to express 'unforgettable memories'?
3) In terms of interlanguage, how are communication strategies distributed along the monologues to express 'unforgettable memories'? 4) In terms of interlanguage, how are the chunk types distributed along the monologues to express 'unforgettable memories'?

Method
This study has been designed as a case investigation on interlanguage performance of EFL college students majoring in English Letters (Literature), regarding the speaking skill-a productive skill normally used as a barometer of success in language learning endeavors. For this purpose, the mid semester test of a speaking class was used as the source of data. It was the first semester class for which the reason was merely to create possible future treatments in the following semesters based on the research recommendations.

Research Subjects
Ten students were taken as the research subjects. Total sampling was used as the speaking class was of small size for quality assurance. This study was conducted during the Covid-19 pandemic where all classes were carried out online, employing the Moodle Platform as the Learning Management System (LMS) throughout the semester.

Data Collection
The data for this study were taken from the students' videos. At the end of the first semester, each student was assigned to create a monologue on a topic "Unforgettable Memories". The monologue was videotaped (in approximately five minutes), and uploaded for assessment of the speaking class. Thus, there were ten video files, each consisting of one five-minute monologue (recount). Each video was transcribed employing Otter Ai Software (online service), to guarantee validity of the transcription.

Data Analysis
QDA Miner, a research software for text mining was used to analyze the data in terms of (1) word frequency presented in a cloud form, and (2) meaning making, measuring the intelligibility of utterances. A text analyzer was also used to check the readability index. The findings were further interpretatively discussed to highlight problems disseminating meanings in accordance with the assigned topic under second or foreign language acquisition theoretical framework-interlanguage.

Choice of Words
Upon completion of text analysis of the monologues from the videos of the speaking mid semester test, it turned out that there are eleven words frequently used by the students as represented in Table 1 below:  Surprisingly, the word 'after' as a function word has been used with a quite high frequency (16) and a rate per 10K. This is possibly due to the type of monologue (recount genre). There has been a mocking phrase "And then-and then English" developed to refer to the use of time conjunction used by entry level EFL students. The phrase clearly reflects word per word translation of the native language-Indonesian, namely 'bahasa Inggris sebatas dan lalu dan kemudian'.
The words 'day, experience, chicken, home, time, place, food' are all of high frequencies. They may be the words to which the students could refer to describe 'unforgettable memories' as the prescribed topic. It is common for young people to think that 'memories' are limited to something to eat, some places to visit, etc.
The words 'favorite, good, unforgettable' are other words of high frequency uses. They are handy words and easily retrieved for the students' word stocks to give attributes to certain events, special food, or any other memorable references. It can therefore be said that the research subjects (students) are categorized within the elementary level of English proficiency despite the fact that they have completed high schools. Indonesian high schools differ from one to another regarding quality education.
It is probably not surprising since the requirements for student admission to our university are quite low. Entrance tests are not normally given and student canditates from all types of high schools are welcome regardless of the school quality rank. It has been argued (Tsai, 2020) that there are dichotomies in Indoensian High Schools as 'orginary schools', favorite schools, state-owned schools and privately-owned schools. It is all about school quality, effacting how much school fees that students should pay. Tsai's master thesis examined the possibility of 'school zoning' to eradicate dichotomous system of quality education.
Most importantly, the lecturers in our university are not frustrated at all. Instead, they are even challenged to deal with the problems of low quality student inputs, majoring in English Letters (Literature). We have so far been quite happy with our student outputs-with a Bachelor Degree in English Language and Literature and most importantly with a considerable level of English proficiency (B2-Cambridge Profiency) as assigned by English Studies Association in Indonesia (ESAI) and recommended by research (Renandya et al., 2018).

Readability Analysis
Upon being checked, using a text analyzer software, the readability index is 6.0 within a range of 6,0-easy 20 hard. This implies that the students' utterances are categorized as 'easy'. It is also supported by the average score of 67, which is quite low for the mid semester text-the students failed to get the required passing score of 70 for the mid semester test. Clearly, most of the students made use of function words as opposed to using content words. Meanwhile, there are only a few unique words, and thus not many sophisitcated words-let alone technical words. Presented in Table 2 below is the readibility index. Readibility (6-easy; 20-hard) 6.0 In other words, the majority of utterances are of simple constructions. Meanwhile the use of meaningless and ungrammatical complex utterances is very high. It can be seen from the longest sentence which does not reflect a well-constructed sentence. This finding confirms a research (Gudu, 2015) in which code switching and other strategies of 'created language' were used. The students were simply forced to talk about something in a foreign language while they had not been ready for such communication encounters. It was suggested that overall reconstruction of the curriculum include the students' cultural background apart from the use of authentic materials to enhance learning processes.
With respect to pronunciation, most students did not perform considerably well as many words were flavored with little bit of their native language sounds-those which are not found in the target language (English). Word Stress and intonation are also still problematic. Unfortunately, the software did not analyze the types of prounciation errors. Instead, only the proportion (%) of pronunciation errors was presented out of all words detected.

Overall Analysis
Described below are the overall results of the text analysis employing QDA software for text mining as can be seen in Table 3 below: It should be noted that QDA software for text mining makes use of prediction per 10 thousand cases-instead of maximum 100% as normally practiced. Therefore, ungrammatical percetage of 1740.0% is referred to as 17.40% (out of 100%). It has been realized from the beginning of the study that the subject size is too small. There was nothing that could be done since it is a case study of one speaking class consisting of ten students.
Consequently, the findings cannot be generalized for different research settings of a similar case. Had this study made use of a bigger size of research subjects, QDA software for text mining would have been able to generate a model of people talking about 'unforgettable experience' using more varied thematic words to express more complex experiences.
With respect to language chunk, the highest errors index is 'ungrammatical (17.40%)' which is quite unfavorable in terms of proficiency level as opposed to the best of 0%. Similarly, below 'ungrammatical' is 'mispronunciation' of 15.80%, which is quite high, reflecting a low level of intelligibility. Meanings can only be successfullly decoded when they are presented in grammatical and correct pronunciation (spoken) and spelling (written). Therefore, zerro tolerance against grammatical and pronunciation (and spelling) errors has to be stressed.
Most unfavorably, some students committed errors labeled as 'meaningless' (3.30%). It is hard to imagine how difficult it is for both foreign and native speakers of English to understand the intended meanings of spoken monologue with 3.30% meaningless utterances. This is a real institutional challenge to upgrade the students' English proficiency in the next seven semesters. It is of special pride for the lecturers to be able to give special educational treatments. There are many factors responsible for poor English proficiency level, among others including poor vocabulary mastery; cramming habit instead of learning and understanding; mission is to pass the examination not to develop skill, weak sentence structure and tenses, not using the tricks to infer the meaning from context, a lack of reading habit, and of interest in developing English language skills (Iqbal et al., 2015). Each factor must be dealt with accordingly to succeed in teaching EFL in Indonesia, preferably starting from high schools.
Regarding communication strategies, six strategies were identified (by system) to be used by the students, namely greeting, gambit, filler, cajoler, repetition and, closing. In this respect, the results are difficult to interpret due to the fact the use of strategies is relative depending on the contexts of situation and culture.
The use of greeting (1.6%) is sort of hard to judge whether those who employ 'greeting' in monologue telling about 'unforgettable memories' can be considered 'better' than those who do not. Expressing greeting, especially in monologue where a speaker addresses a large number of audience is very much cultural in nature. In Indonesian, giving a public speech has to start with greeting, thanking. In English, Michele Obama, Tony Blair started their public addresses by thanking the audience. We really do not know the case of telling unforgettable memories in EFL while the students' memories were experienced in Indonesian contexts. More specifically, the event occurred in a classroom settings. In the speaking test, the use of greeting was excluded from being scored.
Gambit, filler, cajoler of 0.5%, 1.6% and 2.7% respectively are used purposefully on certain situations. It is therefore difficult to judge. It is assumed that their existence is more important (qualitative) than their counts (quantitative). Similarly, the use of repetition (2.9%) and closing (1.6%) is qualitative in nature, depending on the situation. Furthermore, with respect to chunk types, it is also difficult to judge. A particular kind of meaning can be expressed in simple, compound or complex utterances, depending on individual perception. Therefore, chunk types are better treated in terms of interlanguage and so is the use of strategies.

Interlanguage Analysis
In this study, interlanguage was analyzed based on the transcription of the videos performed with the use of Otter Ai Software (online transcription service). Each of the eleven words categorized as 'frequently used is dealt with in terms of interlanguage competence-how they are interlingually used.

The Word 'Food'
The use of the word 'food' in the students' utterances can be examined in terms of interlanguage competence, as shown  The word 'food' is not quite well-used. In (9), the sentence does not make sense nor does it even when it is situated in any context. It is clear that the student failed to express the intended meaning. It is what is termed as "created language" in which a second or foreign language learner fails to construct the correct linguistic form to express his or her ideas (Chastain, 1976). Other samples of 'created language' are represented in (27), (77) in which they are not spoken according to the grammatical principles of English. The S/FL learner simply puts words at random-possibly being influenced by the native language or untimely process of transfer of traning (not ready to apply what is being learned).
A sample of created language in word level can be seen in (27) in which the phrase 'goat foot' instead of mutton. The student also mispronouncces foot (transcribed by software) instead of food. It is logical that such a mistake was made since there is no (rarely) word in Indonesian ending in [-d]. Even if it is spelt in -d, it tends to be pronounced as -t as in abad [abat]. An absence of sound in the FL will normally be replaced by its counterpart in the NL (Dewi, 2020).

The Word 'Place'
The use of the word 'place' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 5. From the extract above, the word 'place' is not grammatically and semantically placed to express the intended meaning. Samples of interlanguage 'created language' are represented in (189), (211) in which lack of grammatical competence becomes the central issue. The learner has no grammatical networking to express the ideas. Therefore the sentences are labeled as "meaningless" or "nonsensical". Grammatical rules as required to express the idea are not available yet. Students in such a situation are simply not ready to be forced to produce linguistics forms to generate the intended meaning as required.
It is assumed (not by all though) that the present EFL teaching has been jeopardized by the presence of the so called Communicative Approach (as an approach, not a method nor a technique) This approach stresses on communication, and often ignores grammatical features, and pronunciation of lexical items, which surely contribute to meanings. Proponents of this approach may have forgotten that there is a silent period in the process of language acquisition in which a learner needs nothing but to keep silent to internalize the language systems in order for him or her to be ready to use the language (Bao, 2020).
In time of Audio-lingual Approach, where language structures were drilled over and over in order for the students to have automatic production-not speaking by picking up bits of grammar for the immediate need of communication and some lexical items sometimes wrongly pronounced as pronunciation drills have been left out in the domain of communicative approach. Audio lingual approach stresses on speaking skills without ignorance of the other three language skills (Valdman, 1970).
In (189), a pronunciation mistake is identified as (my) ditch as transcribed by the software. The real intended word is not known. This can therefore be labeled as 'meaningless'.

The Word 'After'
The use of the word 'after' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 6. It has been somewhat mentioned above that the high frequency of use of the word 'after' is due to the fact that the text is of recount genre with the characteristics of following the time-frame. Most of the sentences are to tell event by event in a chronological order. A grammar mistake in the use of copulative verb can be noticed in (184) which is somehow meaningless in terms of logic. Interlangually speaking, as previously mentioned, the students are not ready yet to express ideas in the TL. It can be seen in the use of sporadic grammatical features as in (190) and (326).
A pronunciation mistake can be identified in (236), the software transcribes the spoken word as (AFTER) death instead of that, which is the intended word. The sound [th] does not exist in Indonesian neither in the initial nor the final positions

The Word 'Day'
The use of the word 'day' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 7. As can be seen in Table 6 above, the word 'day' is used to identify a moment of event, which is within an elementary usage of proficiency. It is assumed that the students have not learned how to use the word 'day' in more complex contexts, such as describing a process (day by day), a turn-taking (one day after another), alternative event (every other day), etc.

The Word 'Good'
The use of the word 'good' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 8. The hotel become one of places that were we very GOOD past rest, after a tail around famous tourist attractions, and we got a very GOOD surprise.
The word 'good' has been used atributively to qualitfy something, eihter directly to form noun phrases, or as predicates of verbal senses (smell, sound), and the word 'good' used as part of greeting (Good evening, Good morning). In other words, the students have not reached the use of the word 'good' in a more variety of structure, such as in 'having a good time, meaning enjoy, or leaving for good, meaning to the end of time, etc. It can therefore be concluded that the students are still in the elementary level of proficiency.

The Word 'Chicken'
The use of the word 'chicken' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 9. The word 'chicken' may have been popularized by the business empire of McDonald, KFC, CFC etc., which is somehow to introduce American culture of consuming fast food. They are welcome around the world as favorite restaurants, serving chicken as the main menu. In (71, 72), it is clear that the students have not been able to use the word 'chicken' properly. Sporadic choices of words and structure dominate the texts they produced, only to indicate that they are not ready linguiatically to produce such a complex idea.
3.4.7 The Word "Favorite' The use of the word 'favorite' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 10. Mostly, the word 'favorite' goes attributively to qualify the words 'food' amd 'sport'. It seems that food and sport are of equivalence to memorable items.The word 'favorite' is very suitable to describe something memorable. Siurprisingly it has its Indonesian counterpart of favorit. The students found no problems in semantic entity of the word 'favorite'. As has been mentioned, the study used a small number of subjets, resulting in failure to describe the patterns of word choices, including the structure with which words are made into texts.

The Word 'Home'
The use of the word 'home' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 11.  Teaching Vol. 15, No. 7;2022 One pronunciation mistake is again notice as transcribed in 'death' (326) to refer to the word 'that'. The is caused by the absence of the sound /th/ in the NL It further confirms the importance of pronunciation drills to achieve positive transfer of training in the TL.
The word 'home' is confused with the word 'house' as in (161), (186). It is also sporadically used in (237,243,252), producing meaningless utterances. In the students' mind, there are complex ideas that they wanted to express in the TL They are simply still below competence to express complex ideas, regarding vocabulary stock and require grammatical features.
3.4.9 The Word 'Experience' The use of the word 'experience' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 12. Apparently, the word 'experience' is used as equivalence to the word 'memory'. It can be seen from the majority of attribute 'unforgettable' structured as noun phrases with the word 'experience'. In Indonesia, the word 'memory' can be equally translated as 'kenangan' as a result of experience (pengalaman). Actually, there is a slight semantic difference between the word 'kenangan' (memory) to describe what one keeps in mind, and the word 'pengalaman' (experience) to refer to something one did. Thus, the words 'memories' and 'experience' may be confusing.

The Word 'Time'
The use of the word 'time' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 13. There are small stones and expose their teeth refund while the dance the first TIME was used to swim The word 'time' is somehow systematically used to refer to a specific time (at that time), a possible reflection of their NL (pada (at) waktu (time) itu (that)). A good native-like performance is also shown in 'We had a good time.' However, the utterance 'every time' as equivalence to 'whenever' can be traced back as a result of NL direct translation, (every (setiap) time (waktu, saat)). The utterance 'for a long time' shows proficient users.

The word 'Unforgettable'
The use of the word 'unforgettable' in the students' utterances can be examined in terms of interlanguage competence, as shown Table 13. "Unforgettable' in this case is a handy word, that is to say sort of a keyword since the topic is Unforgettable Memories. Therefore, it often goes with the word 'experience' and 'memories'. A number of grammatical features were violated in (167), (214) and (262) as meaningless utterances. It is kind of hard to interpret what the students implied by what they were saying. There is one thing to say about such errors-the students have been trying very hard to express ideas in English as a foreign language in which they are not ready to do so. Therefore, they "created" a language, unacceptable in both the NL and the TL. In (301) the verb agreement was violated, that may be caused by the absence of agreement in the NL. The student may fail to recognize the rule of the TF where a verb has to agree with the sentence subject-something that does not apply in the NL.
Grammatical rules, once introduced to the students, shall not stop there as knowledge. Instead, the teacher has to provide rooms for practice over and over again to achieve automatic production of the correct forms. Feedbacks should be continuously given to improve the students' for language skills through their performance.
An ideal language learner should be equipped with more competence than performance. In other words, competence should be able to control performance to avoid unnecessary violation of language rules. If the students are forced to show off their performance without sufficient competence, the result is more or less 'created language' or meaningless language-with unclassified errors still within the boundary of interlanguage (process of learning occurring between the NL and the TL.
Are English language educators going to ignore this fact-the fact that the students are often forced to perform beyond their competence in the name of communication goals? We may want to look back at how we were educated-with simple chalk and talk but finally we are settled with a considerable mastery of English. We stored information in our brains by memorizing and practicing things as opposed to the current situation where everything is stored in digital devices.

Conclusion
Much has been discussed concerning interlanguage theories to come up with unavoidable errors in the performance of the TL which may be the result of the NL influence (negative transfer), on-going processes of learning/acquiring the new language systems during transfer of training, or forced performance for communication (but failed), up to a point of fossilization when one stops to progress. This study shows irregularity or unsystematic errors leading to meaningless language. It is hard to identify which areas within interlanguage domain the students' learning progress is located. In terms of word choices, the students stay within their immediate grasps of words, resulting only eleven most frequently used words. Unfortunately, the words do not represent the actual range of possibility in talking about 'unforgettable memories'. Meaningless utterances are found here and there as counted on a class norm due to being forced to produce utterances while the students are not ready. Only few communication strategies (greeting, gambit, filler, cajoler, repetition, closing) are found but have been functionally much used in terms of text enrichment. The chunk types found are simple, complex and compound sentences with the domination of simple sentences. However, as the data have shown, they are not syntactically well-constructed. This further confirmed that the students were forced to perform something they had not been ready, resulting in "created language".
It is true that interlanguage process of second or foreign language learning may not reflect both the NL and the TL. Sporadic forms are possibly created in attempts to communicate in the TL. It can, therefore, be pedagogically implied that the students are in a dire and pressing need to be equipped with sufficient linguistic competence or communicative competence prior to social and cultural acceptance of performance in any discursive practice (Celce-Murcia et al., 1995), employing the Discourse Approach.
A bigger size of the research subjects is necessary to arrive at the real patterns of talks about 'unforgettable memories' or any other topic of interest. Another research is necessary to highlight the individual errors of the students to arrive at recommendation for remedial teaching. A digital device is badly needed to drill the students to possess automatic correct responses to linguistic phenomena since it is impossible for the students surrounded by digital environments to return to the old ways of language drills like their seniors.