Aug 2026· International Journal of Language Instruction· 0 citations· 18 references
Abstract
Despite the expansion of French-language teaching in Bangladesh, error-analysis research on Bangladeshi learners remains underexplored. This mixed-methods study investigates this area by identifying common grammatical errors among 47 Bengali-speaking French beginners at the University of Dhaka. A written corpus of 53 essays, comprising 425 sentences, was analyzed using Corder’s (1974) Error Analysis framework and Dulay et al.’s (1982) Surface Strategy Taxonomy, with focus group discussions involving 25 participants. Results revealed 136 grammatical errors (averaging 32 errors per 100 sentences), with noun-related errors the most frequent (36.76%), closely followed by verb-related errors (33.82%). Misinformation and omissions dominated, and participants reported negative transfer from English (L2), overgeneralization, and simplification strategies as reasons for errors. The study showed how a cross-linguistic background shapes interlanguage, indicating that teaching should include contrastive, form-focused instruction to reduce errors.
Writing grammatical accuracy remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in recount texts that require consistent use of past-tense forms. This study investigated the types of grammatical errors produced by eleventh-grade EFL students and the factors contributing to those errors in an Islamic Senior High School. A descriptive qualitative design supported by simple quantitative analysis was employed with 36 students from one purposively selected class. Data were collected through two recount-writing tasks, a 30-item questionnaire, and semi-structured interviews with five students and one English teacher. Students’ errors were classified using Dulay, Burt, and Krashen’s Surface Strategy Taxonomy, while questionnaire responses were summarized descriptively and interview data were analyzed thematically. The analysis identified 634 grammatical errors across the two writing tasks. Misinformation was the most frequent category (53.63%), followed by omission (26.03%), addition (10.25%), and misordering (10.09%). Questionnaire and interview findings indicated that first-language influence was the strongest perceived contributing factor (77.80%), followed by difficulties in writing recount texts (70.15%), while learning context, students’ uncertainty during writing, and limited grammatical understanding also contributed. The findings suggest that EFL writing instruction should combine explicit grammar teaching with genre-based writing practice, noticing activities, guided revision, and constructive corrective feedback to help learners improve grammatical accuracy in meaningful writing contexts.
Carrisa Rahma, Imroatul Ma'fiyah, Luqman Al Hakim· Teaching English as a Foreig...· 0 citations
This study qualitatively analyses recurrent patterns of linguistic errors and communicative writing tendencies of Malaysian ESL (English for Second Language) undergraduates by examining two functional composition tasks: an informal email and an opinion essay. While previous studies on ESL writing have often focused on grammatical mistakes, surface language deficiencies, or overall competence issues, the present study adopts an in-depth exploration of recurring errors in ESL writing by examining not only the errors but also the differing communicative approaches reflected in learners’ written responses. Ten sets of handwritten scripts containing twenty written responses were purposively selected from a larger pool of assessment scripts. The assessment was classroom-administered without allowance for digital access or AI-based writing aids, providing a more authentic reflection of learners’ freer and independent writing. This study drew on the theories of Error Analysis (Corder, 1967), the Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982), and communicative competence (Canale & Swain, 1980; Hyland, 2007). The major error patterns identified at the surface level of the students’ written responses included sentence construction, verbs, lexis, organisation, and overall communicative effectiveness. Some persistent errors were identified but, more importantly, there was considerable variation as to how the students sought to write communicatively for different audiences using varying strategies for organising and elaborating their ideas and being socially aware in their writing. Students, even at the same level of proficiency, were found to write in different ways. An evaluation of ESL writing solely in terms of grammatical accuracy is, therefore, incomplete, as students of similar levels of proficiency may employ different strategies in their attempt to communicate meaningfully in writing. The study provides insights into how ESL writing cannot be comprehensively assessed based on linguistic fluency and grammatical precision alone. Hence, the study emphasises the multidimensional nature of ESL students’ writing development, highlighting the rationale for pedagogical approaches recognising both their linguistic competence and communicative potential.
Zaamah Mohd Nor, M. Azizan, Nur Huslinda Che Mat. et al.· International journal of res...· 0 citations
ABSTRACT
Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction.
ABSTRAK
Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
Lili Elisa Rahma, Nazwa Umri Damanik, Rismayani Marpaung et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
This study aims to analyze students’ English pronunciation errors in reading aloud at Universitas Hindu Indonesia. It focuses on identifying the types of errors and examining the factors contributing to them. This research employs a descriptive qualitative design involving 12 first-semester students selected through purposive sampling. Data were collected through reading-aloud tasks, classroom observations, and semi-structured interviews. The reading performances were audio-recorded and analyzed using English phonology and Error Analysis frameworks, while the interview data were analyzed using thematic analysis. Data triangulation was applied to enhance the credibility of the findings. The results identified a total of 59 pronunciation errors, comprising 29 consonant errors (49.1%), 26 vowel errors (44.1%), and 4 stress errors (6.8%). Thematic analysis of the interview data revealed five factors contributing to pronunciation errors: first language interference, lack of pronunciation practice, limited exposure to English, low confidence, and poor phonological awareness. These factors were consistently supported by classroom observations and pronunciation recordings. These results suggest that pronunciation remains a significant challenge for EFL students. Therefore, greater emphasis on pronunciation practice and increased exposure to authentic English are recommended to improve students’ speaking proficiency.
Yeni Yuliantari, Ida Bagus Made Sadu Gunawan, Ni Putu Ayu Kusumawati· Journal of Language and Appl...· 0 citations
This paper aims to investigate the grammatical errors made by EFL learners in university English departments in the Kurdistan Region of Iraq (henceforth KRI). A mixed-method approach has been employed in doing the research, in that two data collection tools have been used: a researcher-made questionnaire and randomly selected samples of the students’ essays. The first tool was used to know the university instructors’ perspectives concerning the source of the grammatical errors made by EFL learners, and the second one was used to practically investigate their errors. The quantitative data have been analyzed using SPSS (version26), and document analysis has been used to analyze the essay samples. The participants of the study include seventy-one university instructors from eight state universities and fifty-five third-year English department students from six state universities. The results indicate that the highest frequency of the committed grammatical errors is in the verb form, while the least frequently recorded grammatical errors were in possessive forms. The study is significant for syllabus designers and material developers to pay more attention to the grammatical issues in essay writing courses. One of the remarkable conclusions of the paper is that the most frequently committed errors made by Kurdish EFL learners were in the verb forms.
Salih Ibrahim Ahmed· Zanco Journal of Humanity Sc...· 0 citations
Errors in academic writing are not simply mistakes but indicators of students' writing difficulties and language development. This study examined the grammatical, linguistic, and mechanical errors in 24 handwritten academic essays produced by first-year Bachelor of Science in Accountancy students at a private higher education institution in Southern Leyte, Philippines. Using a quantitative descriptive design anchored in Corder's (1967) Error Analysis Theory, the essays were coded through a framework adapted from the Linguistic Category Classification of Dulay et al. (1982) and James' (1998) Extended Error Taxonomy. After evaluator discrepancies were resolved through consensus, each unique error was counted once in the final dataset. Reconciled frequency, percentage, mean errors per essay, and rank were computed. Verb form/verb tense, sentence structure, preposition, article usage, and pluralization/noun form were the most frequent grammatical errors, while word choice and punctuation were the dominant linguistic and mechanical errors, respectively. Recurring grammatical subpatterns included incorrect verb forms, run-on sentences, incorrect preposition selection, unnecessary article use, and singular nouns used in place of plural nouns. The dominant linguistic and mechanical manifestations involved imprecise lexical selection and inaccurate punctuation. The findings provide a localized diagnostic profile that can guide contextualized grammar instruction, guided writing practice, and focused corrective feedback.
Beverly Ravago, Emelle Justin Adcor, Judith Paican et al.· International journal of res...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
