Writing Errors Research Articles

Analysis on the Writing Errors of Grade 6 Students: Basis for Instructional Material Development

The ability of students to express themselves through writing is not just a reflection of their linguistic prowess but also a determinant of their academic and future career success. The purpose of this study is to conduct an analysis on the writing errors of Grade 6 students of Paciencia Elementary School, Loreto, Agusan Del Sur. The findings would be used as the basis for instructional material development and to recommend emphasizing teaching integration of the identified errors. The dominant errors were related to punctuation, capitalization, and incorrect verb forms, indicating a significant need for focused instruction in these areas to improve pupils' writing proficiency. In response to these findings, the study suggests developing targeted instructional materials that include structured lessons and practice exercises focusing on the most common errors. These resources should be integrated into the curriculum. Recommendations from the study emphasize the roles of various stakeholders in improving writing skills among pupils. Teachers should implement targeted instructional materials and attend professional development workshops. The school administration should support the integration of these materials and fund workshops while regularly assessing pupils' grammar skills. Pupils should engage actively in grammar lessons and seek feedback, and parents should encourage and support their children in practicing grammar skills at home. Policymakers and curriculum developers should incorporate the study's findings into national curriculum standards and allocate resources to support these initiatives. Future research should explore additional factors affecting grammar skills and the long-term impact of targeted instruction on overall academic performance.

Analysis of Errors in Students' Writing of Analytical Exposition Text at the Eleventh Grade of SMA Negeri 2 Kotabumi Academic Year 2023/2024

Writing is a crucial aspect of English language abilities as a foreign language. Writing is an activity that involves creating thoughts and then deciding how to communicate them and created a set of statements and paragraphs that others could read and understand. The aim of this research is to describe the types of errors in writing text and to describe the dominant errors in writing analytical exposition text in the XI Science 1 of SMA Negeri 2 Kotabumi. The researcher found some of the students still got experienced problems of writing texts. The main cause is a lack of understanding of grammar and limited English vocabulary among students. This research used a qualitative research method because the researcher did not use experiments or treatments in research. The subjects for this research is students of XI science 1 of SMA Negeri 2 Kotabumi and the subjects of the research were 29 students. The researcher analyzed using four types of errors: omission, addition, misformation, and misordering. Based on the results obtained, there were 159 errors, which consist of omission is 62, addition is 55, misformation is 31, and misordering is 11 for the most dominant error was omission.

GRAMMATICAL ERROR IN WRITING RECOUNT TEXTS

TThe purpose of this study was to analyze the many kinds of grammatical errors that fall under four different categories—omission, addition, misorder, and distortion—as well as the reasons behind them when producing recount texts. The study employed a descriptive-qualitative research design. The participants were the 24 eighth-grade students from SMP Negeri 45 Palembang who were enrolled for the 2023–2024 academic year. The researcher employed questionnaires and writing tests as instruments to gather data, which was subsequently analyzed. The results revealed that 221 errors total—65 (29,4%) in the Omission category, 41 (18,6%) in the Addition category, 16 (7,2%) in the Misorder category, and 99 (44,8%) in the Misformation category—were committed by the students. When composing recall texts, students most frequently committed mistakes in the Misformation category. The questionnaire's results showed that students were not only interested in producing recount texts, but also, perhaps because of their limited vocabulary, they were not quite aware of how to apply grammatical structures in their writing.

Analysis of Grammar Errors in Writing by SJKT Students

Analysis of Grammar Errors in Writing by SJKT Students

Analysis of English Language Errors in Medical Writing: A Systematic Literature Review

Effective communication in medical writing is essential for conveying accurate and understandable information to healthcare professionals and patients. English language errors in medical literature can lead to misunderstandings, misinterpretations, and potentially harmful consequences. This systematic literature review aims to identify, analyze, and categorize common English language errors encountered in medical writing. This study identifies gaps in existing literature on language errors in medical writing and reveals areas that need further investigation or where more comprehensive guidelines are required. This study addresses six questions: (1) What types of language errors are discussed in the current literature? (2) What types of medical writing are involved in the current literature? (3) Which countries or areas are involved in the current literature? (4) What are the research methods used in the studies? (5) What tools are used in the studies? (6) What are the limitations of these studies? To answer these questions, this review searched nine databases and one platform, ProQuest Dissertations and Theses Fulltext, ProQuest Ebook Central (e-Books), Scopus, Web of Science, Wiley Online Library (e-Journals & e-Books) (PPV), Science Direct, Cambridge Core e-Books, Oxford Press Scholarship Online (e-Books), Google Scholar, and Carian Bestari@UKM / Discovery Service@UKM. Finally, ten studies were selected, including articles and books. The findings provide insights into types of language errors, types of medical writing, countries or areas of medical writing, research methods, tools, and limitations of these ten studies, highlighting the importance of linguistic accuracy and proficiency in medical writing.

Analysis of Syntactic Errors in Writing of Third Semester Students of the Department of English and Literature

Purpose of the study: This research presents the results of research on syntactic errors in writing produced by third semester students of the Department of English and Literature, Alauddin State Islamic University, Makassar. The aim of this research is to identify the dominant types of syntactic errors and provide in-depth insight into the error patterns that frequently occur. Methodology: The research method used is descriptive qualitative by collecting data from students' final written exam sheets. Data collection involved obtaining final writing exam sheets from third semester AG 1&2 students enrolled in the Department of English and Literature at Alauddin State Islamic University Makassar. Main Findings:The analysis results show that the most common syntax errors include omissions, additions, information errors, and ordering errors. Novelty/Originality of this study:The novelty of this research lies in the focus of analyzing syntactic errors during the third semester students studying English and Literature. with a more comprehensive and detailed approach than previous research.

An Analysis of Grammatical Errors in Academic Essay Writing among the Students of Jazan University

An Analysis of Grammatical Errors in Academic Essay Writing among the Students of Jazan University

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

Examining Syntactic Errors in Essay Writing Among EFL Students: A Case Study of ESEF Ibn Tofail University

This article presents a thorough examination of error patterns within essays written by students enrolled at Ibn Tofail University, focusing on four major types of errors: Omission Addition, Mis-ordering, and Mis-formation. Utilizing data collected through essays and coded through content analysis. The data collected were analysed through SPSS, descriptive analysis, the study investigates the prevalence, distribution, and characteristics of these errors across a diverse range of essays. Through frequency distributions and skewness analysis, significant perspectives into error distributions and patterns emerged, revealing varying degrees of writing proficiency among the sample. The findings showed that the most frequent syntactic errors in students’ writings are addition errors and the most infrequent ones are mis-ordering. Professors may need to focus more attention on addressing and correcting addition errors, as they appear to be more prevalent and may have a greater impact on the overall clarity and coherence of students’ writing. Meanwhile, less emphasis may be needed on Mis-ordering errors, although they should still be addressed to ensure students develop strong syntactic skills and produce well-structured compositions.

The Impact of Rotation Model on Minimizing Inflectional Morphemes Errors in English Writing: A Comparative Study of Error Analysis

The study aims to analyze 12th-grade students’ writing errors related to inflectional morphemes. In addition, the research measures efficacy of the Rotation Model (RM) and the Grammar Translation Method (GTM) in minimizing writing errors among learners of English. Comparative studies are rare to find the effectiveness of two teaching models in the context of error analysis. Eighty-two samples were taken into consideration for randomize sampling. The present research is divided into two groups; the experimental group, consisting of 41 participants, provided with instruction via RM, and the control group, also comprising 41 individuals, being taught through GTM. Pre and post-test treatment data were collected and analyzed with the help of SPSS 22. The results revealed common errors with inflectional morphemes among both groups. Additionally, the mean values for each type of error were significantly minimized due to the post-instruction of RM compared to the GTM. The study’s findings largely devoted to pedagogical improvement among ESL learners’ writing. The findings are reviewed concerning future research directions and instructional strategies.

Analysis of Grammar Errors in Abstract Writing in the Sinta IV Al Athfal Journal: Scientific Journal of Early Childhood Education

grammar. Penelitian ini bertujuan untuk mengetahui berapa banyak bentuk kesalahan grammar dan mendeskripsikan bentuk kesalahan grammar dalam penulisan abstrak pada Sinta IV Jurnal Al-Althfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini dengan menggunakan Surface Strategy Taxonomy milik Dulay, Burt dan Keashen (1982) dan menggunakan alat bantu Google Doc. Terdapat 15 sampel yang diambil melalui teknik Simple Random Sampling. Deskriptif kualitatif adalah pendekatan yang peneliti gunakan dengan metode Studi Literature. Teknik pengambilan data yang digunakan ialah Studi Dokumen karena data penelitian ini bersifat sekunder dan berasal dari jurnal milik Al-Athfaal: Jurnal Pendidikan Anak Usia Dini. Hasil dari penelitian ini menunjukkan bahwa terdapat kesalahan pada Omission, Addition, Misordering dan Misformation dengan total keseluruhan sebanyak 45 kesalahan pada grammar. Kesalahan yang paling banyak ialah pada misformation yaitu sebanyak 35 dengan persentase 69%, omission sebanyak 14 dengan persentase 27%, addition sebanyak 1 dengan persentase 2% dan misordering sebanyak 1 dengan persentase 2%.

Factor Analysis of Arabic Writing Errors in MI and Equivalent Students

Factor Analysis of Arabic Writing Errors in MI and Equivalent Students

Concord Errors in Academic Writing: A Study of First-Year Students at Offinso College of Education and Strategies for Improvement

Concord Errors in Academic Writing: A Study of First-Year Students at Offinso College of Education and Strategies for Improvement

A Corpus-Based Study on Korean High School Students’ Common Errors in English Writing

The purpose of this study is to investigate the common errors in writing production made by Korean high school students. It aims to provide information on the areas that Korean high school students need to develop and to inform their educational needs. For this, high school students’ writing samples were collected and built into a learner corpus named Shinhyeon Corpus of High school Learners’ English Essays (SCOHLEE). The study identified frequent errors produced by the high school students adopting a computer-aided error analysis (CEA) technique using the Louvain Error Tagging Manual, and quantitative and qualitative analyses were conducted by using corpus tools (AntConc 4.0). The results revealed that a total of 3,368 errors were categorized into 7 major categories and 47 sub-categories, with article errors (GA) produced the most. Regarding English proficiency, mid-level learners produced a higher rate of errors and a wider range of error types. Additionally, the study showed a significant increase in the frequency of punctuation errors in the second semester. Overall, this study has pedagogical implications for lexis, grammar and writing instruction and the provision of error correction.

Analysis of Methods to Correct Indonesian Language Spelling Errors in Thesis Writing Among Students of State University of Medan

This text discusses the editing of Indonesian language manuscripts using various linguistic techniques, encompassing on-screen and manual editing. Academic and developer-created editing applications for Android-based apps and web pages facilitate on-screen editing. Notable programs include jasa.id, lektur.id, typoonline.com, typograp.com, and SIPEBI (Indonesian Spelling Editing). These applications provide features to enhance the editing process for Indonesian language users, each having distinct strengths and weaknesses. They detect elements like standardized and non-standardized words, spelling variations, including capitalization, prepositions, numbers, and typing errors. Generalizing these aspects across sections is challenging, necessitating varied handling and corrections for each text or document. While these programs streamline editing, manual editing remains crucial due to unknown factors. Despite its time-consuming nature, manual editing excels in accuracy and coverage. In summary, these applications play a valuable role, but manual editing is indispensable for comprehensive and precise language refinement.

Grammatical Error Correction (GEC) of Indonesian Text Based on Neural Machine Translation (NMT)

<p class="Abstract"><span lang="EN-US">Writing errors in Indonesian are often found in various writings made in educational, government and mass media environments. The most dominant error is in spelling. This research proposes a Grammatical Error Correction (GEC) for Indonesian using the Neural Machine Translation (NMT) method, namely seq2seq, which is popularly used for English and has achieved the best performance approaching human capabilities. The model developed is made into a web-based service that is easy for users to access. The datasets used in this experiment are artificial datasets sourced from several studies regarding error analysis in Indonesian. The research results show that with the help of currently available open-source tools such as OpenNMT-py, it is possible to simplify the training process of NMT-based GEC models. Unfortunately, the small number of datasets leads to poor predictions for random sentences.</span></p>

Analysis of Language Errors in Essay Writing of Non-Native Students of Interracial Secondary Schools in Selangor

Analysis of Language Errors in Essay Writing of Non-Native Students of Interracial Secondary Schools in Selangor

Decoding the Challenges: A Study of English Writing Errors Among EFL Students

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.

Analysis of errors in the writing of content in dissertations and their impact on the learning of foreign languages: A case study in Ghana

The average postgraduate student in Ghana has about 20 years exposure in English language, having been taught and instructed in English from primary to tertiary level. It is, therefore, not far-fetched to expect the postgraduate student to commit minimal to no errors in their L2 writings. The seeming consequential minimal scholarly attention on errors in postgraduate writings regardless of the many studies on students’ errors is therefore not surprising. This study is an attempt to identify, categorise and describe the errors in postgraduate dissertations in Ghana and highlight its implications for language teaching. This exploratory qualitative study carries out a content analysis of 20 randomly selected MA, MPhil and PhD dissertations published between 2020 and 2021. The data are analysed using the theory of Error Analysis. After critically assessing the dissertations, seven (7) categories of concord errors were identified and recorded. These are; subject-verb concord errors, inverted subject concord errors, concord errors associated with ‘has’ and ‘have’, determiner-noun errors, concord errors on numbers, noun-pronoun antecedent errors and compound subject concord errors. This implies that postgraduate students are prone to errors, hence, the need to introduce or intensify the teaching of English at the postgraduate level.

Cohesion and Errors in Essay Writing by Libyan EFL Students: A Study in the English Department, Omar Al-Mukhtar University

This study examines the misuse of the cohesion features in persuasive essays written by second-year students in the Department of English Language at Omar Al-Mukhtar University for the academic year 2022-2023. The study is guided by Halliday and Hasan’s (1976) cohesion theory. It utilized a qualitative descriptive method to study the cohesion and errors in essay writing by Libyan EFL students. The data is obtained from the participants by writing a persuasive essay that discusses one of the two topics provided. The findings of this study are three types of errors in the use of cohesion features, namely: reference features, lexical cohesion and conjunctions. The analysis also found several errors related to the structure and content of the essay, namely: the absence of thesis statement, the use of inappropriate punctuation marks, the absence of appropriate transition signals, the inconsistency of ideas, errors using parts of speech and diction that are inappropriate.