Analysis of Errors Committed by Students in Writing English Essays (original) (raw)
Related papers
2018
The present study attempts to investigate the errors in a corpus of 70 essays written by 70 bachelor first year education students studying Compulsory English as a foreign language at three community campuses in Makawanpur District, Nepal in the Academic Year 2017-2018. The instrument used for this study to cull data was students’ written essays in English language. All the students were asked to write an essay of almost 500 words on a topic “Growing Use of You Tube among College Students”. Only 70 essays that represent 40% of the total 175essays were selected through the simple random sampling lottery method. All the errors in their essays were identified and classified into different categories. The results showed that the students in this study committed sixteen common errors: noun, main verb, auxiliary verb, adjective, adverb, preposition, conjunction, article, singular / plural, verb tense, sub-verb agreement, possessive, conditional sentences, punctuation, capitalization and s...
Error Analysis: An Investigation into Errors in English Writings of Nepalese Undergraduates
Asian journal of multidisciplinary studies, 2016
This study attempted to identify, describe and categorize the errors in English committed by Nepalese BBS students. The subjects who participated in this study were 35 BBS first year students of Tribhuvan University, Kathmandu, Nepal. Thirty five compositions have been closely examined in order to find out the types of errors the participants committed. In this study, detected errors were classified into four types namely, morphosyntactic, lexico-semantic, spelling and punctuation and miscellaneous. The results of error analysis (EA) clearly showed that the morphosyntactic aspect is one of the major problem areas for Nepalese BBS students. The greatest number of errors observed were morphosyntactic which amounted to 52.08%. Next to morphosyntactic were the errors of lexicosemantic with 31.13%. Spelling and punctuation errors which constituted 14.92%, stood third in the hierarchy. Very few errors were classified as miscellaneous errors which amounted to 1.86 %.
A Linguistic Error Analysis of ESL Written Essays by Indian Tamil University Students
Journal of Modern research in English Language Studies, 2023
Although many ESL university students know grammar rules, most cannot write competently. Meanwhile, effective writing would affect students' overall academic performance. This article examined the written errors of the Indian Tamil learners of English as their Second Language (ESL). The study adopted a cross-sectional research design and collected data through written essays. The participants were studying Master of Arts in English second-year integrated class. The participants were purposely selected. The study assessed errors as they occurred in students' written essays. Data were descriptively analysed in which they were categorised based on the themes. The findings showed several errors, categorised as subject-verb errors, word order patterns, spelling errors, and omissions. Findings have depicted error cases in word order errors, unnecessary insertion, misplaced inversion and sentence fragment errors. The results have shown that some students made apparent errors that could be termed as negligent ones, while others could be associated with transfer from the first language. In addition, other errors are associated with the way the English language is taught. Based on the results, this study recommends that ESL teachers should focus their teaching on these problematic areas and provide the students with many writing tasks that would improve the writing of the Tamilians, whose English is their second language.
Error Analysis of the Written English Essays of Pakistani Undergraduate Students: A Case Study
The study aims to examine the errors in a corpus of 50 English essays written by 50 participants (undergraduate Pakistani students). These participants are non native speakers of English language and hail from Intermediate background with weak English writing skills. The instrument used for the study is students" written essays in English language. I followed Rod Ellis"s (1994) procedural analysis of errors; collection of sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors in analyzing 50 English essays. The occurrences of two types of errors; Interlanguage errors and mother tongue (MT) interference errors have been compared and the results show that the percentage of the occurrences of Interlanguage errors is higher than those of errors resulting from the interference of mother tongue (MT). The study has provided an insight into language learning problems which occur when L2 learners internalize the rules of target language (TL) in its production at a particular point resulting into errors in an unknown and a more natural way. These errors serve as a useful guide for English teachers to design an effective curriculum for teaching and learning of English as a second language.
ERROR ANALYSIS OF WRITTEN ENGLISH ESSAY
Writing academic essay is a must for the students in university level. It rarely happens that the lecturer conduct the study in analyzing the students' grammatical errors in their own essays. This study is aimed to investigate the commonest errors made by the students of sixth semester of English department Majalengka University. There were 60 essays which analyzed based on the 11 categories. The results showed that there were the four commonest errors made by the students in writing the essays were mechanics, tense, preposition, and subject verb agreement. The error in mechanics was the highest one with the mean value 3.11 among the other writing analyzing points. In writing their essay, they still had some difficulties in determining the correct tense, punctuation, and word spelling. In addition, they had lack of understanding in English structure, and mechanics. They were still influenced by inadequate knowledge in English. This study suggests that the lecturer should create the new strategy to encounter the students' problems in writing essays.
Grammatical Errors in English Essays Written by Thai EFL Undergraduate Students
Journal of Education, Mahasarakham University, 2017
This study was conducted according to three research objectives: 1) to investigate common types of grammatical errors based on their frequency of occurrence in English essay writing of Thai EFL undergraduate students, 2) to examine the effects of L1 interference on discovered grammatical errors, in particular, to find out whether there were any of the errors influenced by the students' mother tongue (Thai language), and 3) to provide some essential pedagogical implications for second language learning and teaching. The subjects of this study were 83 second-year students majoring in English at Nakhon Ratchasima Rajabhat University, and they were drawn by using purposive sampling method. The study procedures consisted of 2 steps: 1) the students were asked to write an English essay, and 2) the researcher of this study analyzed the students' essays by employing the study analysis framework which was adapted from Na-ngam's (2005) error taxonomy and Richards' (1971) error...
This research aims to describe grammatical errors made by bilingual students in SMP Muhammadiyah 3 Yogyakarta. This research investigates the types of error and cause of grammatical error in writing composition in English. The method used in this research is qualitative-descriptive method. The data are taken by using taping method with some techniques i.e., data collecting, observation, and research. The data population consist of 318 sentences in which 90 sentences with the grammatical error are analyzed. The focuses on the types of grammatical error and the causes of errors. The result of this research shows that the grammatical errors found in the essays of the bilingual class consist of addition errors, omission errors, misformation errors, misordering errors. The error of omission in irregular past tense is the most frequently made by students of bilingual class. The causes of error include linguistics factors, namely inter language and intra language factors. Inter language factors consist of misformation of phrase, addition of preposition, error of subject construction, addition of to be, addition of regular past tense {-ed}, omission of short plural {-s/es}. Meanwhile, intralingual factors consist of over regularization and lack of knowledge about the grammatical rules in English. Key: English language acquisition as foreign language, error analysis, and grammatical rule, inter language
English language teaching and linguistics studies, 2023
This research was conducted to find out types of grammatical errors made by students when writing expository essay. Data were collected from expository essay samples from 39 students of English Education Study Program Pattimura University. Document study method was used in this study by identifying, classifying and analyzing students' grammatical errors based on Dulay, Burt, and Krashen theory that consist of omission, addition, misformation, and misordering. The analysis was focused on the part of speech such as noun, verb, pronoun, adjective, adverb, and preposition. It was found that the highest error done by the students was misformation which is 42,27%, the second was omission which is 42,11%, the third was addition which is 15,32%, and the last was misordering which is 0,30%.
Error analysis of the written English essays of secondary school students in Malaysia: A case study
This study examines errors in a corpus of 72 essays written by 72 participants. The participants are Form Four Malay students who are studying at a secondary school in Malaysia; 37 male and 35 female. They have experienced approximately the same number of years of education through primary and secondary education in Malaysia. All of the participants come from non-English speaking background and hardly communicate in English outside the school. The instrument used for this study was participants’ written essays and Markin software. All of the errors in the essays were identified and classified into various categorizations. The results of the study show that six most common errors committed by the participants were singular/plural form, verb tense, word choice, preposition, subject-verb agreement and word order. These aspects of writing in English pose the most difficult problems to participants. This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.