This thesis investigates how learners from specific first language (L1) groups, Arabic and Korean, use the passive voice in English, their second language (L2). This study analyzes both spoken and written classroom data from English language learners (ELLs), six L1 Korean learners and six L1 Arabic learners, over the course of three semesters at an intensive English program (IEP) in the United States. The main goals of the analysis are to identify, categorize and quantify the errors the learners make when they use the passive voice. The results indicate that there are general obstacles that all of the ELLs face, as well as patterns of use specific to each L1 group. The key finding for the L1 Korean learners is that their most common error is using the passive voice when they should use the active voice. The key finding for the L1 Arabic learners is that their most common error is not using an auxiliary verb. However, lexical learning and other common errors, such as incorrectly conjugating the auxiliary verb and past participle, and certain patterns of use, such as rarely including by-phrases, are evident in both groups. This study also found that passivizing intransitive verbs, an error thought to commonly plague ELLs when they learn the passive voice, did not occur in the participants’ production data. In light of the results, this thesis offers suggestions for future research and instructional practices in the Teaching English to Speakers of Other Languages (TESOL) field.
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