Error analysis in EFL writing classroom
Publisher© 2018 Canadian Center of Science and Education
Mohamed, Abdul R.
Ismail, Shaik A. M. M.
Shahed, Faheem H.
Rahman, Mohammad Mosiur
Haque, Md. Hamidul
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Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.