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Volume 14, Numéro 2, Pages 46-79
2025-12-22

A Linguistic Inquiry Into English Writing Errors Among Third-year Students Of English At Batna2 University: Types, Frequencies, And Pedagogical Implications



Authors : Ghodbane Nacira . Rouaghe Fouzia . Santosh Kumar Behera .

Abstract

This study investigates the types and frequencies of writing errors in essays written by third-year English as a Foreign Language (EFL) students at Batna 2 University, Algeria. Despite prolonged exposure to English instruction, many learners continue to exhibit substantial challenges in producing accurate written work. The research analysed 1,170 errors from a purposive sample of 80 exam essays using Corder’s (1967) Error Analysis framework and Chanquoy’s (2001) taxonomy. Errors were classified into sentence-level and word-level categories. Punctuation (20%), spelling (18.2%), and prepositions (16.2%) were the most common error types. A chi-square test revealed no statistically significant difference in the frequency of sentence-level and word-level errors, confirming the second hypothesis (H2). The analysis also confirmed the first hypothesis (H1), as the variety and frequency of errors underscored the diverse areas in which students struggle. These findings underscore the importance of balanced instruction that targets both grammatical structures and writing mechanics. By examining patterns of students’ errors, this study provides practical insights for English language instructors, curriculum developers, and assessment designers. The findings support the implementation of process-based writing pedagogy, targeted grammar instruction, and structured feedback strategies. Ultimately, the research contributes to the understanding of common writing challenges among EFL university students and advocates for pedagogical approaches that can enhance clarity, coherence, and overall writing proficiency in academic English contexts.

Keywords

Error Analysis ; Essay Writing ; Types of Errors ; Error Frequency ; Writing Proficiency

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