Analysis of English writing errors committed by students learning English as a Foreign Language at Al-Istiqlal University in Palestine

Abstract

This study investigated the most common English writing errors committed by students at Al-Istiqlal University. The researchers used a descriptive-analytical approach as it suites the study purposes. The population of the study consisted of all the male and female students at Al-Istiqlal University in Jericho-Palestine. A random sample consisted of 22 students at the modern languages department were chosen to sit for a standardized test to examine the writing errors they may commit in content and organization, mechanism, language use and vocabulary. The written compositions were marked based on content, organization and mechanical accuracy. Results revealed that most of the students were unable to spell correctly, they committed great semantics errors. Moreover, some of them were unable to differentiate between the use of present tense from present continuous tense and they also committed many errors due to sub-verb agreement. Results also indicates that females committed less error than males. Based on the findings it was recommended that intensive writing courses should be added to the program.

Error Analysis of Written Essays: Do Private School Students Show Better EFL Writing Performance?

“…The second ranking category for both groups of participants was substance errors, mainly spelling. Studies by Sharma (2016), Dweikat and Aqel (2017), Ngangbam (2016), Mungungu (2010), and Qaddumi and Walweel (2018) all concluded that spelling was the most dominant error. Spelling errors were lower and upper case errors as "turkey", and "red sea".…”

“…and Qaddumi and Walweel (2018) semantic errors were the second most dominant and they attributed this to literal translation from Arabic as a method used by learners while writing. However, in the recent study, semantics was ranked second to last.…”