error analysis of written english essays pdf

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Analysis of Errors Committed by Students in Writing English Essays

2021, International Research Journal of MMC

Error analysis in linguistics is a systematic process of collecting, identifying, describing, explaining and evaluating unaccepted linguistic forms committed by learners in their writings or speeches. This article attempts to assess the errors committed by 128 bachelor first year education students studying English as a foreign language at Makawanpur Multiple Campus, Hetauda, Nepal in the year 2021. Every student was assigned to write an essay on ‘The Impact of Corona Pandemic on Students’ in about 500 words as the written language sample in a free mode. 128 essays were selected as a sample through the simple random sampling method lottery from 190 essays. All the errors in their essays were identified, described, classified, explained and analyzed. The results revealed that most of the students committed errors in omission at the sentence level, and the causes of the errors were due to intralingual transfer, whereas the highest frequency of errors at the word level was preposition ...

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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...

Asian journal of multidisciplinary studies

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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 %.

Journal of Modern research in English Language Studies

Journal of Modern Research in English Language Studies

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.

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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.

IOSR Journals

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

Saadiyah Darus

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.

Lia Nurmalia

The objectives of this research are to know the errors in the third semester students’ writing of Bina Sarana Informatika University and the most frequent error. It is concerned to the grammatical and semantic and substance errors. The data is analyzed by using James’ theory in (Mungungu, 2010). The findings show that errors done by the students are spelling 50.9%, fragment 15.7%, punctuation 9.8%, adjective 3%, subject- verb agreement 3.9%, preposition 3.9%, capitalization 3.9%, tenses 2%, verb 2%, literal translation 2%. It can be concluded that the most frequent error is spelling. It because the students missed a letter, added more letter in a word, and exchange the letter. While In grammatical category, the most frequent error is fragment. It is because the most students do not put a subject in a sentence.

Rodolfo Guimbarda

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students' first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students' writing errors is genuinely needed.

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• DOI: 10.54012/jcell.v3i2.224
• Corpus ID: 265024044

Error Analysis of Academic Essays of Senior High School Students

• P. J. Gildore , Azmeer Hasann Uka , Jonathan Yting
• Published in Journal Corner of Education… 4 November 2023

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Unveiling syntactical errors in shs students, 30 references, error analysis of the written english essays of pakistani undergraduate students: a case study, the grammatical error analysis found in students’ composition, an analysis of grammatical errors on students’ writing, an analysis of errors in written english sentences: a case study of thai efl students., error analysis in the descriptive text writing of vocational high school students, error analysis on students’ writing in using simple present tense in descriptive text, error analysis in efl writing classroom, an analysis of grammatical errors in students’ writing descriptive text, the analysis of errors of omission in english narrative composition made by efl students, major writing challenges experienced by efl learners in soran university, related papers.

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