Analyzing English Errors of Industrial Technology Students as a Basis for an Intervention Plan

Cathy May  S. Alipio,

Analyzing English Errors of Industrial Technology Students as a Basis for an Intervention Plan

Discipline: Education

Abstract:

Writing is one of the most complex skills, requiring significant effort and dedication to achieve proficiency. As students strive to improve their writing, errors inevitably emerge. This study investigates the English writing errors of third-year Industrial Technology students at Cagayan State Univeristy-Aparri, focusing on their writing's morphological, syntactic, lexical, and mechanical aspects. The findings reveal that syntactic errors, particularly sentence fragments, were the most common, with 107 occurrences. Mechanical errors followed closely, with capitalization errors being the most prevalent (106 occurrences). Lexical errors were also significant, totaling 70 occurrences, with frequent word choice or form issues. Morphological errors were the least frequent, with 47 occurrences primarily related to subject-verb agreement. Furthermore, mechanical errors show a moderate and significant negative correlation (r = -0.390, p = 0.007), and lexical errors exhibit a moderate and highly significant negative correlation (r = -0.424, p = 0.003). The data indicates a higher incidence of mechanical and lexical errors among College of Industrial Technology students. Notably, a significant positive correlation was found between students' religious affiliations and lexical errors, suggesting that religious language practices may influence lexical choices in non-religious writing contexts. The observed influence of religious language on lexical choices underscores the importance of understanding how cultural and linguistic backgrounds shape writing proficiency. It can guide educators, curriculum developers, and language instructors in designing more effective writing programs tailored to diverse student’s needs.

References:

Ababneh, I. (2017). Analysis of written English: The case of female university students in Saudi Arabia. International Journal of Social Science, 5(4), 1. https://doi.org/10.11114/ijsss.v5i4.2264
Cabansag, J. N. (2013). Written language proficiency of laboratory high school students in a state university in Cagayan Valley, Philippines. International Refereed Research Journal, 4(2), 87. https://tinyurl.com/7yp9nx78
Christensen, D., Barnes, J., & Rees, D. (2011). Improving the writing skills of accounting students: An experiment. Journal of College Teaching & Learning, 1(1), 45–52. https://doi.org/10.19030/tlc.v1i1.1902
Khazrouni, M. (2019). Assessment for improving ESL learners’ writing skills among undergraduate students: A case study of Skyline University College. International Journal of English Language Teaching, 7(1), 30–44. https://doi.org/10.37745/ijelt.13
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://doi.org/10.30983/educative.v4i2.2544
Mohammed, M. (2016). Error analysis: A study on grammatical errors in the writings of Iraqi EFL learners. European Academic Research, 3(2). https://tinyurl.com/e9ch665u
Murtiana, R. (2019). An analysis of interlingual and intralingual errors in EFL learners’ composition. Jurnal Educative: Journal of Educational Studies, 4(2), 204–216. https://doi.org/10.30983/educative.v4i2.2544
Quibol-Catabay, M. (2016). Error analysis in students’ writing. International Journal of Advanced Research in Management and Social Sciences, 5(1), 131–148. https://tinyurl.com/2awx38tv
Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: A case study of Thai EFL students. English Language Teaching, 10(3), 101–110. https://doi.org/10.5539/elt.v10n3p101
Temporal, C. (2016). Logical organization skills in paragraph development. International Journal of Advanced Research in Management and Social Sciences, 5(6). https://tinyurl.com/3e3wr275
Vaurula, N. (2012). Subject-verb agreement of finite verbs in the present tense in written productions of Finnish secondary school learners of English as a second language. A Pro Gradu Thesis. https://tinyurl.com/ywcj36z6
Younes, Z., & Albalawi, F. S. (2015). Exploring the most common types of writing problems among English language and translation major sophomore female students at Tabuk University. Asian Journal of Basic and Applied Sciences, 3(2), 7–26. https://tinyurl.com/4me9zkf9