ERROR ANALYSIS IN THE EFL COMPOSITIONS OF THIRD-LEVEL STUDENTS

Abstract

This paper aims to examine accuracy in the EFL writing of undergraduate students from diverse domains of learning at B1, B2 and C1 according to CEFR. Compositions are analysed using three different accuracy measures, namely, the proportion of error free sentences, the proportion of error free clauses, and the proportion of errors in compositions. In addition, the distribution, and developmental patterns of the morphological, syntactic, lexical, spelling and punctuation errors, as English is used by the three groups of learners are also examined. Results show that an interaction exists between language proficiency and accuracy measures. Specifically, the total number of error-free sentences relative to the total number of sentences, the total number of error-free clauses per total clauses, and the total number of errors per total number of words were found to separate proficiency levels. These findings extended earlier studies by confirming the robustness of the error-free sentence and error-free clause ratios as indices of proficiency. In addition, this study advanced our understanding of the different dimensions of L2 writing performance by providing evidence on the viability of the error per word ratio as an indicator of L2 proficiency. The study also revealed that development in the grammatical morphemes, syntax, lexis, spelling, and punctuation appeared to be weak and incomplete for the three groups of learners investigated. Progress, for its part, has mainly been located between B1 and B2, and B1 and C1. The results also have pedagogical implications, as they provide teachers with relevant knowledge regarding the levels, prevalence, and seriousness of learner errors for the design of appropriate remedial instructional materials.