Error Analysis in the Written Compositions of EFL Students: A Classroom Study (original) (raw)
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Error Analysis in EFL Students' Writing Skill
Journal of English Language Teaching and Applied Linguistics, 2023
Error Analysis" looks at actual errors, explains them linguistically, and explains some of the possible causes of the errors to provide an understanding of the processes underlying the second language acquisition area. The purpose of this current study is to assess, describe and analyze errors committed by students. The researchers followed the error analysis methodology proposed by Corder (1973). It was to recognize, describe and explain errors in terms of their causes. After that, errors will be evaluated. For this purpose, a written test was performed on the study samples. The aim of the study is to analyze the linguistic errors in the writing skills of EFL students in an Egyptian high school, namely the Future high school. Two instruments were applied in this study: written tasks and a semi-structured interview. For error analysis, eighty written tasks by a group of 20 students were collected and analyzed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spelling, and the least were the errors of demonstratives. The marked errors were categorized as errors of omission, addition, misinformation, and disordering. Further analysis of the collected data from the semi-structured interview indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to devise appropriate measures for improving the students' writing proficiency.
An Investigation of Writing Errors of Saudi EFL University Students
International Journal of Social Science and Humanities Research, 2016
This study aims at investigating the writing errors of Saudi EFL university students of College of Science & Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.
Investigating Students' Written Errors in EFL Classrooms: Faculty of Education/ Azzaytuna University
Azzaytuna University Journal , 2018
The current study aims at identifying and analyzing errors found in the writing skills of third year students who are studying English as a foreign language in the English department, faculty of education in El-gseaa / Azzaytuna University. Moreover, it endeavors to locate and identify the widely prevalent errors in grammar, punctuation, vocabulary, and spelling as well. The study seeks to suggest and provide remedial measures just to meet the students' needs in developing their command over the writing skills. The study sample consisted of thirteen junior students. The elicited data showed that the study samples have committed numerous errors in their written tasks. The current study ends with some recommendations that may help improve learners' mastery over the writing skills.
2018
his research aimed to find out the kinds of interlingual and intralingual errors made by EFL student in writing, the frequency of the interlingual and intralingual errors occurred in students’ writing, the students’ perceptions about the causes of interlingual and intralingual errors in writing.This research used a descriptive method. In obtaining the data, this research applied systematic random sampling technique. The instruments were writing test and interview. The subject of the research was the fourth semester students of English Department of Language and Art Study at Muhammadiyah University of Makassar of academic year 2016/2017. The researcher found that there were 82 interlingual errors; 25 (30,49%) in underproduction, 22 (26,83%) in calques, 18 (21,95%) in overproduction, 9 (10,98%) in misinterpretation, and 8 (9,76%) in substitutions. In intralingual errors, there are 127 errors made by the fourth semester students in writing composition. There are 56 (44,09%) in false an...
Analysis of EFL students’ Errors in Writing at the Higher Teachers’ Training College of N’Djamena
English Studies at NBU
This paper set to carry out an experimental study on ten students who were randomly selected and divided into two groups: control group (CG) and treatment group (TG). After being taught, the control group was asked to write a composition. The treatment group was also asked to write a composition on the same topic. This paper then compared their results. The findings in the study of the control group indicated that the most common errors committed by the learners were spelling errors which recorded the highest percentage with 24.24%, followed by word choice errors with 15.15%, and adjective related errors having 12.12%. Finally, this article indicates that the writing of learners of English as a foreign language was not free from errors even though they were appropriately taught.
Error Correction in EFL Writing: The Case of Saudi Arabia, Taif University
2015
This exploratory study is a part of a larger project which explores and investigates Saudi EFL tertiary students’ deficiency in writing. Specifically, it investigates students’ written errors, their views, teachers’ views, and teachers’ practices. The purpose is to recommend and design an appropriate remedial course. Also, it aims to obtain a deeper understanding of written errors and to prescribe an appropriate remedy. As a first step to achieve these aims, the current study investigates the students’ writing errors in the Foreign Language Department (FLD) at Taif University. The participants in the study are 60 students at two levels of proficiency: advanced students (N = 30) and beginner students (N = 30). Both groups of students were asked to write about six selected topics throughout the semester. Having collected the data, the students’ writings were coded and analyzed according to the linguistic and surface structure taxonomies. The results revealed that both groups showed nu...
This paper intends to investigate the interlingual and intralingual errors in written composition by Saudi English as a Foreign Language Students at the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. This qualitative and quantitative research includes 25 EFL students in their 3rd Year English language and literature major. The researcher used one research instrument which is the written composition essay. The findings of the study indicated that participants produced the following types of errors in their written compositions grammatical (43%), lexical errors (24%), semantics (15%), mechanical errors (16%) and Syntactic errors (2%). That is, 26% of the participants showed that most of their errors in the written composition are Interlingual errors but 74% of them stated that their errors are the result of intralingual factors. This research recommends that further future studies be conducted in this field to have a deeper understanding of the effect of inter and intra-lingual factors on the cohesion of written composition in EFL context, particularly Saudi Arabia.
A Study on the Errors in EFL Writing of Higher Secondary Level Students in Bangladesh
Hello-Teen Society, 2021
Errors in English as a foreign language (EFL)/English as a second language (ESL) writing are vital issues in assessing the students' language competency level in any educational setting. Error-free writing is imperative because a writing piece shows the writer's original thought if it is error-free. This study attempted to find the common errors in EFL writing of higher secondary level students in Bangladesh. The study mainly focused on the errors they made in their writing related to grammar and mechanics. This descriptive study was conducted during the period from January 2020 to February 2020. All the 80 participants of this study were Higher Secondary Certificate (HSC) level students; amongst them, 40 were from the rural, and another 40 were from the urban area colleges located in the Mymensingh district of Bangladesh. The researcher gave the students a short composition writing test, and written documents were analyzed using content analysis to elicit data. The researcher found that most students made frequent mistakes in subjectverb agreement, linkers, articles, and punctuation marks. Incomplete sentences and spelling were two other types of errors that were produced mainly by the rural students.
Grammatical Errors Analysis on Efl Learners’ Writing
Journey (Journal of English Language and Pedagogy), 2019
Writing is supposed to be a complicated language skill. There exists a lot of sub-skills should be learnt by EFL/ESL learners in order to write well such as vocabulary acquisition and grammatical mastery. In the process of writing, the learners should put ideas into phrases, clauses, and sentences by keeping the well-formedness of the structure. In addition, the learners should also be aware of unity, coherent, cohesiveness of the sentences when they are constructed into paragraph/s and larger form of composition i.e., text or essay. Due to the complexity of writing skill, the learners potentially make error/s. The recent study was intended to investigate the dominant error/s made by the learners. This study also tried to explore the factors cause those learners made the error/s. This study revealed that the dominant error made by the students was misformation errors which were occured because of the interference of the learners’ mother tongue i.e., the learners still got c...