Investigating Types of Errors in EFL learners’ Writing: The Case Study of Ben Saadoune Ali and Hamidouche Mokhtar Middle Schools

Abstract

Abstract The focus of the current study is two-fold. Initially, it aims to discover the types of errors found in middle school EFL learners’ writings and the factors behind their occurrence. Second, it investigates teachers’ perceptions and practices towards these productions. For this, we have analysed learners’ writings, which were the result of a summative test assignment. Seeking to identify the frequently occurring productive errors in learners’ writings, a predetermined errors’ checklist has been used. Analysing productions targeted a sample consisting of 124 third year middle school learners from two different middle schools in Bordj Bou Arreridj. The second purpose was accomplished through administering a questionnaire including both open and close-ended questions to 27 middle school teachers of English. On the one hand, the analysis of learners’ writings revealed that L1 interference is the major source of learners’ productive errors. Errors related to writing mechanics and grammatical aspects hinder learners from achieving accurate written productions. Yet, it also displayed that intralingual errors are of primary significance and cannot be dismissed. As a matter of fact, third year learners have limited or no knowledge about some English language conventions such as spelling and sentence fragments. On the other hand, teacher’s replies to the questionnaire disclosed that teachers are mostly aware of learners’ difficulties towards achieving accurate writing. However, changes at the level of the syllabi and classroom practices are needed to help learners improve their writing skills. To sum up, types of errors were deemed as a two-factor consequence