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.

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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

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Issue

Vol. 8 No. 2 (2022)

Section

Doctoral Section

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