Analysis of EFL students’ Errors in Writing at the Higher Teachers’ Training College of N’Djamena

Voudina Ngarsou

doi:10.33919/esnbu.22.2.8

Analysis of EFL students’ Errors in Writing at the Higher Teachers’ Training College of N’Djamena

Authors

Voudina Ngarsou University of Maroua, Cameroon

DOI:

https://doi.org/10.33919/esnbu.22.2.8

Keywords:

comparative study, error analysis, learners, teaching

Abstract

This paper set to carry out an experimental study on ten students who were randomly selected and divided into two groups: control group (CG) and treatment group (TG). After being taught, the control group was asked to write a composition. The treatment group was also asked to write a composition on the same topic. This paper then compared their results. The findings in the study of the control group indicated that the most common errors committed by the learners were spelling errors which recorded the highest percentage with 24.24%, followed by word choice errors with 15.15%, and adjective related errors having 12.12%. Finally, this article indicates that the writing of learners of English as a foreign language was not free from errors even though they were appropriately taught.

Author Biography

Voudina Ngarsou, University of Maroua, Cameroon

Voudina Ngarsou is a doctorate researcher in English Language Teaching at the University of Maroua and lecturer at the Higher Teachers’ Training College in N’Djamena in Chad where he has been teaching since 2012. He has published articles extensively in English and French on linguistics, sociolinguistics, and translation, and attended workshops, local and international conferences. His current research interests involve the description and analysis of errors made by francophone learners of English at the Higher Teachers’ Training College.

References

Brown, D. (2007). Teaching by Principles: An Integrated Approach to Language Pedagogy 3rd Edition. New York: Pearson Education, Inc.

Corder, S. P. (1984). The Significance of Learners’ Errors. In Richards, J. C. (Ed.), Error Analysis: Perspectives on Second Language Acquisition. Longman.

Ellis, R. (1997). Second Language Acquisition. Oxford University Press.

Ellis, R. (2008). The Study of Second Language Acquisition. (2nd edition). Oxford University Press.

Ngadda, Z. Y. and Nwoke, A. (2014). An analytical study of errors in the written English of undergraduate engineering students, ATBU: A case study. Journal of Education and Practice, 5(38), 8-16.

Sokeng, S. C. P. (2014). Grammatical Errors of Bilingual 1 Francophone Learners of English in the University of Yaounde I. Theory and Practice in Language Studies, (4)9, pp. 1778-1785. https://doi.org/10.4304/tpls.4.9.1778-1785

Weinreich, U. (1953). Languages in Contact: Findings and Problems. The Linguistic Circle of New York.

Downloads

Published

2022-12-20

How to Cite

Ngarsou, V. (2022). Analysis of EFL students’ Errors in Writing at the Higher Teachers’ Training College of N’Djamena. English Studies at NBU, 8(2), 289–300. https://doi.org/10.33919/esnbu.22.2.8

Download Citation

Issue

Vol. 8 No. 2 (2022)

Section

Doctoral Section

License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Access Policy and Content Licensing

All published articles on the ESNBU site are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, even for commercial purposes. The terms on which the article is published allow the posting of the published article (Version of Record) in any repository by the author(s) or with their consent.

Note that prior to, and including, Volume 10, Issue 2, 2024, articles were licensed under the Non-commercial (CC BY-NC 4.0) license. The transition to CC BY 4.0 is effective as of Volume 11, Issue 1, 2025.

In other words, under the CC BY 4.0 license users are free to
Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
Adapt — remix, transform, and build upon the material for any purpose, even commercially.

Under the following terms:

Attribution (by) - You must give appropriate credit (Title, Author, Source, License), provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.

If the law requires that the article be published in the public domain, authors will notify ESNBU at the time of submission, and in such cases the article shall be released under the Creative Commons Public Domain Dedication waiver CC0 1.0 Universal.

Copyright

Copyright for articles published in ESNBU are retained by the authors, with first publication rights granted to the journal. Authors retain full publishing rights and are encouraged to upload their work to institutional repositories, social academic networking sites, etc. ESNBU is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.

Exceptions to copyright policy

Occasionally ESNBU may co-publish articles jointly with other publishers, and different licensing conditions may then apply.