A Comparative Study of 10th Grade Turkish Cypriot Students’ Writing Errors

Abstract

The present study aims to shed light on analyzing the types and the frequency of the written sentence errors committed by 58 tenth grade Turkish Cypriot English as a foreign language (EFL) students in two classrooms, that is, Class A and B at a public vocational high school in North Cyprus. A quasi-experimental design was employed in the study where Class A was the experimental group which was exposed to an audio-visual aid titled “the Little Red Riding Hood” and Class B who acted as the control group. Data were collected from the written sentences produced by the students. All the errors committed by the students were identified and categorized into syntactic, morphological, orthographic, and lexical categories. The results of the study showed that both classes of students committed 11 types of common errors: (a) wrong use of articles, (b) wrong use of prepositions, (c) word order, (d) verb tense, (e) omission of plural –s, (f) misuse of the possessive –s, (g) incorrect use of comparative adjectives, (h) incorrect spelling, (i) punctuation, (j) capitalization, and (k) wrong words. However, the experimental group committed less errors ( N = 232, 57.14%) as compared to the control group ( N = 320, 78.82%). The findings have implications for EFL teachers to incorporate audio-visual aids into their teaching methodologies when teaching the writing skill.

Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing

“…In this sense, writing errors might lead to fossilization errors such as wrong categorization, analogy, lack of rules, and overgeneralization of the target language. Consequently, it can lead to the insufficient structure of the target language and deviation of conventional mechanisms from the target language structure (Terzioğlu & Bensen-Bostanci, 2020). In this sense, syntactic fossilization errors may refer to various errors in the construction of the second language learner.…”

Artificial Intelligence in Global World: A Case Study of Grammarly as e-Tool on ESL Learners’ Writing of Darul Uloom Nadwa

“…Alimiyat (equivalent to 12th grade) grade 68 male ESL students at Darul Uloom Nadwatul Ulama Madrasa participated in the experimental research. Alimiyat (equivalent to 12th grade) grade was the criteria for selection because students have learned and understood English for more than six years [32]. There were 35 computers in language learning lab but one computer was not working properly, therefore, 34 students have participated in the experimental study.…”

Structure and Written Expressions of the TOEFL: Linguistic and Non-Linguistic Constraints

“…Another expert, Brown (2007), as cited in Terzioğlu and Bostanci (2020) Grounded on those experts' classifications, the researchers could conclude that the occurrence of errors could be traced back to two main sources, namely linguistic and nonlinguistic factors. Linguistic factors are those caused by the first or the target language being learned by the students, such as first language interference or interlanguage transfer and intralingual transfer.…”