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


  • Voudina Ngarsou University of Maroua, Cameroon



comparative study, error analysis, learners, teaching


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.


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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.



Doctoral Section