An Error Analysis of University Students’ L2 English Essay Writing

Abstract

Learning a second or foreign language (L2/FL) involves mastering basic language skills, with writing being the most challenging and often problematic for L2 learners. Despite its importance, writing has historically been overlooked in L2 instruction (Carter & Nunan, 2001), even though it is regarded as one of the most difficult aspects of L2 learning (Hyland, 2004). Errors are considered inevitable and important in L2 learning (James, 2001), providing insight into what learners have or have not yet mastered. L2 learners often make errors in writing due to various factors, including negative transfer or interference from their first language (L1), which are classified as interlingual errors. In contrast, errors arising from a lack of knowledge of L2 rules are referred to as intralingual errors (Saville-Troike, 2008). This study aimed to identify errors in L2 English essay writing among students. Fifty-three students from a higher education institution training primary school teachers, who had taken English as a Foreign Language classes as part of their study programme, participated in the research. The students were tasked with writing a 350-word opinion essay on a specified topic. Quantitative and qualitative error analysis has revealed that the students made more interlingual than intralingual errors, with the most frequent errors involving articles, prepositions, spelling, and capitalisation. The study also found that although the first language was not the only source of errors, it still influenced the L2 English writing process. These findings align with other studies (e.g., Phuket & Othman, 2015; Patekar, 2017; Shakir, Rasool & Khan, 2020). The study results suggest that more practice in explicit L2 teaching and targeted instruction is needed to enhance students’ writing skills at the higher education level.