Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Wu, Hsiao-ping; Garza, Esther

doi:10.4304/jltr.5.6.1256-1262

Cited by 40 publications

(45 citation statements)

References 16 publications

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“…The results of this study are consistent with the results of several studies like Sarfraz (2011), Ridha (2012), Karim et al (2015), and Alhaysony (2012) in that students made several types of errors related to different sources, such as interlingual and intralingual. The results of the studies of Tahaineh (2010) and Wu and Garza (2014) contradicted with the results of the current study in that they identified the main source of committing errors as interlingual; students use their knowledge of the first language in learning the second language.…”

Section: Resultscontrasting

confidence: 99%

Error Analysis of Jordanian First - Year University Students’ English Language Writing at Arab Open University – Case Study

Al-husban¹

2018

IJPI

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The present study aims at analyzing 33 English paragraphs written by first-year students at Arab Open University in Jordan. The participants are from different academic majors, and, all the participants are English foreign language students and face challenges in learning the English language. The tool of the current study was the participants' written paragraphs. All errors committed by the participants were analyzed and classified into different categories. The results showed that the most frequent error category was omission and addition, and the errors committed by the participants are attributed to intralingual difficulties due to the deformation of language learning as well as limited interlingual errors. In the light of the obtained results, several recommendations and pedagogical implications were suggested in order to help instructors and teachers in general in their efforts in lessening the obstacles regarding writing paragraphs in the English language.

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Section: Resultscontrasting

confidence: 99%

Error Analysis of Jordanian First - Year University Students’ English Language Writing at Arab Open University – Case Study

Al-husban¹

2018

IJPI

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“…Additionally, they tended to omit the main verb and prepositions necessary for the sentence structure. Wu and Garza (2014) also looked into the types and attributes of English written errors through the emails produced by the learners in the EFL context within the taxonomy of grammar, lexis, semantics, mechanics, and word order. It was revealed that most written errors were based on the interlingual errors rather than intralingual or developmental errors.…”

Section: Previous Studies Regarding Written Errors Made By Efl Learnersmentioning

confidence: 99%

“…Further, it was also found that they often made errors regarding voice as well as morphology such as converting nouns into plural forms (Chan, 2010;Jung, 2006). Additionally, it was also shown that they made frequent errors in subject and verb agreement (Wu & Garza, 2014;Zawahreh, 2012). As Chan (2010) noted, these errors commonly made by EFL learners might be attributed to their first language as it entails different linguistic aspects from English. Despite EFL language teachers' efforts to provide grammar lessons with corrective feedback for learners' writing, they experience difficulty especially in teaching English writing due to the grammatical aspects.…”

mentioning

confidence: 99%

An Investigation Into the Gap Between Korean University Students’ Grammatical Awareness and Perception

KyungIm

Kim

2017

Indonesian J. Appl. Linguist

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Despite the consistent emphasis on grammar instruction in English classrooms in South Korea, studies regarding grammar instruction have not yet been extensively conducted. The present study aims to discover the gap between learners' grammatical awareness and their perception of major grammatical items. A total of 60 EFL learners from two local universities in South Korea participated in the study and were divided into two groups, a high-level and a low-level group. A set of tests was utilized to examine learners' grammatical awareness and their perception of six major grammatical items-tense, prepositions, articles, voices, morphology, and vocabulary. The results demonstrated that there was a significant difference in the scores of tense, article, and voice for grammatical awareness between the high-level and the low-level group. Also, both groups scored high for the category of voice while they received low scores for vocabulary and morphology. In addition, they showed a significant difference in the scores for the perceived difficulty of articles and voice. The high-level group perceived voice as the most difficult, whereas the low-level group perceived articles as the most difficult. These findings demonstrate a gap between the learners' grammar awareness and perception and highlight a need to design an individualized curriculum for the effectiveness of teaching as well as self-initiated studying.

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“…Second, we should give a definition of a run-on sentence: 'a sentence containing two or more clauses not connected by the correct conjunction or punctuation' (Run-on sentence, n.d.). This error has been found frequently in both native (Connors & Lunsford, 1988;Lunsford & Lunsford, 2008) and nonnative (Hinkel, 2011;Sun, 2014;Wu & Garza, 2014) speakers' writing.…”

Section: Developmentmentioning

confidence: 92%

Automated Error Detection for Developing Grammar Proficiency of ESL Learners

Feng

Sarıcaoğlu

Chukharev‐Hudilainen

2016

CALICO

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Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by providing them with effective formative feedback to facilitate autonomous learning and improvement of their writing skills. In this study, we focus on CyWrite's capacity to detect grammatical errors in student writing. We specifically report on (1) computational and pedagogical approaches to the development of the tool in terms of students' grammatical accuracy, and (2) the performance of our grammatical analyzer. We evaluated the performance of CyWrite on a corpus of essays written by ESL undergraduate students with regards to four types of grammatical errors: quantifiers, subjectverb agreement, articles, and run-on sentences. We compared CyWrite's performance at detecting these errors to the performance of a well-known commercially available AWE tool, Criterion. Our findings demonstrated better performance metrics of our tool as compared to Criterion, and a deeper analysis of false positives and false negatives shed light on how CyWrite's performance can be improved. Disciplines

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Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Cited by 40 publications

References 16 publications

Error Analysis of Jordanian First - Year University Students’ English Language Writing at Arab Open University – Case Study

Error Analysis of Jordanian First - Year University Students’ English Language Writing at Arab Open University – Case Study

An Investigation Into the Gap Between Korean University Students’ Grammatical Awareness and Perception

Automated Error Detection for Developing Grammar Proficiency of ESL Learners

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