Writing Proficiency and English Language Errors in Context
De Marvy Bongato-Agas
Dean, College of Education, Mater Dei College, Bohol, Philippines
ABSTRACT:
This qualitative study titled “Writing Proficiency and English Language Errors in Context”, employing conceptual content analysis was conducted at Mater Dei College, Tubigon, Bohol. Thirty (30) literary analysis outputs were evaluated to measure the writing proficiency of the participants, and the same outputs were subjected to analysis, following Corder’s Error Analysis to extract the errors in semantics, morphology and syntax present in the outputs. The units of analysis chosen were in phrases, clauses and sentences. Sub-categories for errors in semantics, morphology and syntax were specified. A priori coding was done based on James’ taxonomy of errors. After errors have been categorized and tabulated, coding for frequency was done to identify the most common language errors in context. The results revealed that more than half of the participants were at their developing level of writing proficiency. Among all sub-categories of errors, misselection, omission and subject-verb agreement errors were the top three common errors identified. Among all the three major categories of errors, syntax errors, emerged to be the most common language errors in context from the participants’ outputs. Majority of the participants had inadequate writing skills in English, signifying the need to address such dilemma based on the emerging language errors in context identified from their outputs. It was generalized that the participants lacked immersion in the English language. Hence, the participants were recommended to immerse themselves in the English and language and learn it in context. The role of grammatical competence must not be ruled out in English classroom instruction. Even if there was only a minimum frequency for semantic and morphology errors, both students and teachers must not tolerate such errors to prevent fossilization. The English macro skills and micro skill needed to be taught holistically, not in isolation. To improve the participants’ writing skills, the English teachers needed to engage students with constant writing activities. The teachers, too, had to address the identified problems of the participants, making sure to provide immediate and adequate feedback to the students written works. There was a need to teach the learners to develop both accuracy and fluency, so they could achieve communicative competence.
Published in: International Journal of Recent Advances in Multidisciplinary Topics (Volume 5, Issue 10, October 2024)
Page(s): 22-27
Date of Publication: 12/10/2024
Publisher: IJRAMT
Cite as: De Marvy Bongato-Agas, “Writing Proficiency and English Language Errors in Context,” in International Journal of Recent Advances in Multidisciplinary Topics, vol. 5, no. 10, pp. 22-27, October 2024.