Error Analysis in the Written Compositions of EFL Students: A Classroom Study

Chaudhary, Anjum; Zahrani, Sahar Al

doi:10.5539/ijel.v10n2p357

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…Lexico-grammatical errors are common in these people's writing and prevent them from producing good-quality compositions (Luo & Liao, 2015). Many studies have investigated the linguistic errors made by EFL learners and have found that, when writing, EFL learners make both grammatical and lexical errors (Chaudhary & Al Zahrani, 2020;Karazoun, 2016;Lahuerta, 2018;Nuruzzaman et al, 2018;Sermsook et al, 2017;Zülal, 2020).…”

Section: Grammatical and Lexical Accuracy In Efl Learners' Writingmentioning

confidence: 99%

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Sahla¹,

Altalhab²

2022

ELT

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Wikis have been increasingly integrated into English-writing teaching and have served as one of the Web’s most crucial social-networking tools, improving the writing of EFL learners worldwide. The purpose of this study has been to examine the positive effects of wiki-mediated collaborative writing and peer feedback on the grammatical and lexical accuracy of Saudi EFL learners’ writing. To this end, 26 female secondary-school learners participated in the study and were selected from a private school in Riyadh. They were randomly assigned to a control group (N=12) and an experimental group (N=14). Both groups were given an identical writing task. However, in the control group, members individually completed the task, which was then reviewed by the teacher, while in the experimental group, members collaboratively completed the task, which was then reviewed by peers on a wiki platform. The data collection for this study rests on pre- and post-writing tests. The obtained data suggest that collaborative writing and peer feedback on wiki significantly improved the participants’ grammatical, but not lexical, accuracy in their writing. However, the results of the post-test data also reveal that the experimental group outperformed the control group regarding the average total errors. The results confirm the efficiency with which wiki-based writing-oriented instruction can improve learners’ accuracy.

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Section: Grammatical and Lexical Accuracy In Efl Learners' Writingmentioning

confidence: 99%

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Sahla¹,

Altalhab²

2022

ELT

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“…(1) In terms of grammatical errors, the employment of verb groups accounted for 58 percent, owing to verb group confusion when dealing with English grammar systems. (2) e presentation of distinct senses consumed 38 percent of the content mistake type, which was caused by a failure to choose acceptable words owing to a lack of vocabulary competence.…”

Section: Samplementioning

confidence: 99%

“…e grammatical model, for instance, concentrates on the language side of translation [1,2]. e cultural model, on the other hand, stresses the communicative side of translation, whereas the interpretative model focuses the pragmatic aspect of translation.…”

Section: Introductionmentioning

confidence: 99%

A Corpus-Based Study of the Linguistic Errors Committed by the Iranian EFL Learners in English Translation of MA Research Abstracts of Educational Management Based on Liao’s (2010) Model

Pourshahian

2021

Education Research International

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Given the importance and the precision required in the translation of research abstracts, this descriptive quantitative research made an attempt to investigate the analysis of the type and frequency of the linguistic errors occurring in the English translations of 40 academic MA research abstracts in the field of educational management. To this end, 40 academic MA thesis abstracts in the field of educational management from 2009 to 2019 were gathered from Shiraz Azad University through the saturation method. Then, the errors were categorized based on the classification of error types adapted from Liao’s model (2010). The results of the study revealed that based on Liao’s categorization (2010), the frequencies of possible linguistic errors by educational management include grammatical mistake or ungrammatical syntax of target language (F = 190), excessive literal translation, which leads to ambiguous translation (F = 30), awkward expression, including ambiguous meaning, mismatch, redundant words, and unnecessary repetition, (F = 29), incorrect character, improper punctuation marks, or inconsistency in term translation (F = 26), excessive free translation, which differentiates the translation from the original text (F = 6), and inappropriate register (F = 6).

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“…Students who are less proficient in the mentioned areas may give little concern to the writing section. Chaudhary & Zahrani (2020) also mentioned that motivating second language learners on the importance of writing skills is challenging despite knowing that good writing skills would benefit them professionally.…”

Section: Introductionmentioning

confidence: 99%

Error Analysis on the Malaysian Students’ Writing for ESL Classroom

Ibrahim

Othman

2021

LSPI

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English has been regarded as one of the core subjects in the Malaysian Certificate of Education or known as the Sijil Pelajaran Malaysia (SPM). There has been a concern over the writing components in English language papers at the SPM level. Writing requires students’ competence in syntax, coherence, developing and arranging ideas, mechanics in writing and appropriate use of vocabulary. A concern over students who produce very limited number of words in their essays has resulted in the lack of content to be assessed which then led to low scores. This paper presents an error analysis focusing on the types of errors found in students’ written test scripts to identify the weaknesses of students' writing abilities. The study adopts a qualitative approach where the students’ written assessment texts were collected. A total of 18 upper secondary Year Four students (aged 16 years old) were selected as the research participants. The selection of participants was carried out in a secondary school in one of the states in Malaysia. The students’ written tests were analysed to identify the emerging categories of language use, focusing on language and grammar inaccuracies. It is found that students have the idea on how to write the answers to the task but seem to have difficulties putting the ideas in the correct structure.

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Error Analysis in the Written Compositions of EFL Students: A Classroom Study

Cited by 11 publications

References 4 publications

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

A Corpus-Based Study of the Linguistic Errors Committed by the Iranian EFL Learners in English Translation of MA Research Abstracts of Educational Management Based on Liao’s (2010) Model

Error Analysis on the Malaysian Students’ Writing for ESL Classroom

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