Types and Sources of Moroccan EFL Students’ Errors in Writing: A Study of Error Analysis

Abstract

Language teachers and researchers argue that the process of learning a language is better understood if the errors that language learners make in constructing the new language system are carefully analyzed. Hence, analyzing errors has become essential for facing and overcoming problems and suggesting solutions regarding different aspects of language teaching and learning. Accordingly, this study seeks to examine the errors that Moroccan high school students of English make in writing, and investigate the reasons behind the occurrence of such errors. The sample of the study consists of students’ essays collected from different classes. The data collected were analyzed using Corder’s (1967) model, which includes three stages; data collection, description, and explanation. The study’s findings showed that Moroccan EFL students make different types of errors in writing. The most significant number of the errors found in the students’ essays are grammatical errors, and most of these errors are due to intralingual factors.