Patterns of language errors in the writing of Bosnian EFL students: A case study

Mersad Dervic, Edina Rizvić-Eminović, Melisa Bureković

Abstract


Linguistic errors remain a persistent challenge for B2-level EFL learners, with research showing that grammatical misapplication accounts for nearly half of the language inaccuracies. This study investigates 942 errors in argumentative essays written by Bosnian EFL learners, focusing on grammatical, lexical, and typographical challenges that impact their English writing proficiency. The data, consisting of 90 essays with a total word count of 45,786, were collected and analyzed following a structured procedure: collection, identification, description, and evaluation of learners errors. A descriptive-qualitative error analysis approach was employed to classify errors and examine their underlying causes systematically. To ensure reliability and consistency in the analysis, three instructors independently reviewed the essays. Inter-rater reliability was achieved through collaborative discussions, where any discrepancies in error classification were resolved through consensus. Errors were categorized into grammatical (50.2%), word-choice (29.3%), and typographical (20.5%) types and further analyzed to determine their origins as intralingual or interlingual. A deeper investigation revealed that 58% of errors were intralingual, resulting from overgeneralization and rule misapplication, while the remaining 42% were interlingual, influenced by Bosnian language interference. These findings highlight the need for focused interventions, particularly in grammar and vocabulary instruction. By uncovering error patterns and their causes, the study contributes to refining pedagogical strategies that support EFL learners writing proficiency.

Keywords


Error analysis, FLL, EFL, B2

Full Text:

PDF

References


Allen, J. P. B., & Corder, S. P. (Eds.). (1974). The Edinburgh course in applied linguistics: Techniques in applied linguistics (Vol. 3). London: Oxford University Press.

________________________________________________________

Al Fadda, H. (2012). Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students. English Language Teaching, 5(3), 123-130. https://doi.org/10.5539/elt.v5n3p123

_________________________________________________________

Al Zoubi, S. (2018). The Significance of Error Analysis in Written Production: A Case Study of Ajloun National University Students. International Journal of English Language and Literature Studies, 7(4). 150-159. 10.18488/journal.23.2018.74.150.159.

_________________________________________________________

Arellano-Tamayo, R., & Quibol-Catabay, M. (2019). Syntactical and structural analysis of EFL learners’ narrative reports: Basis for the proposed business English subject in higher institution. Asian EFL Journal, 24(4), 94–105.

________________________________________________________

Bram, B. (2012). Learners’ Language Challenges in Writing English. Celt - A Journal of Culture, English Language Teaching & Literature, 2(1), 1-15.

__________________________________________________________

Catabay, M. Q. (2023). Analysis of second language learners’ errors in composition writing: Basis for the proposed English remedial program in higher institution. Journal of Law and Sustainable Development, 11(4). https://doi.org/10.55908/sdgs.v11i4.896

_________________________________________________________

Chang-Bacon, C. K., & Pedersen, J. M. (2023). From frustration to fascination: Discourse analysis as writing feedback for multilingual learners. Linguistics and Education, 77. https://doi.org/10.1016/j.linged.2023.101229

__________________________________________________________

Chen, N. (2021). An Empirical Study on Lexical Errors in English Writing of Chinese College Students and Countermeasures. The Educational Review, USA, 5(7), 196-203. https://doi.org/10.26855/er.2021.07.002

__________________________________________________________

Common European Framework of Reference for Languages (CEFR). (2024). Global scale - Table 1 (CEFR 3.3): Common Reference levels. https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

_______________________________________________________

Corder, P. S. (1967). The Significance of Learner’s Errors. International Review of Applied Linguistics in LanguageTeaching, 5(4) 161-170.

________________________________________________________

Dalle, A., Amir, J., & Abduh, A. (2020). A Constrastive Approach on Foreign Languages: German and English Tenses. Asian EFL Journal, 27(43), 30–39.

______________________________________________________

Davies, A. (2007). An introduction to applied linguistics: From practice to theory (2nd ed.). Edinburgh University Press.

________________________________________________________

Daukšaitė, A. (2019). Negative Transfer in Lithuanian Students’ Writing in English. Sustainable Multilingualism, 14(1), 107–122. https://doi.org/10.2478/sm-2019-0005

________________________________________________________

Deiparine, M. S., Montalla, M. G., & Bacus, R. C. (2024). Uncovering the Common Linguistic Errors in Student Journalists‟ Unedited News Articles: A Comprehensive Analysis. World Journal of English Language, 14(4), 131–142. https://doi.org/10.5430/wjel.v14n4p131

________________________________________________________

DeKeyser, R. M. (2005). What Makes Learning Second‐Language Grammar Difficult? A Review of Issues. Language Learning, 55(S1), 1–25. https://doi.org/10.1111/j.0023-8333.2005.00294.x

________________________________________________________

Duan, X. (2024). Exploring Innovative Strategies for Teaching English to College Students Based on Data Mining Theory. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns.2023.2.00451

________________________________________________________

Dulay, H., Burt, M., & Krashen, S. D. (1982). Language two. Newbury House.

________________________________________________________

Ekanayaka, W. I., & Ellis, R. (2020). Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition? System, 94. https://doi.org/10.1016/j.system.2020.102341

________________________________________________________

Ellis, R., (1994). The study of second language acquisition. Oxford: Oxford University Press.

________________________________________________________

Enesi, M., & Trifoni, A. (2023). An Analysis of English Writing Errors of Freshmen Students’ Essays: The Case of ‘Aleksandër Moisiu’ University. Athens Journal of Education, 10(3), 481–506. https://doi.org/10.30958/aje.10-3-7

________________________________________________________

Fauzan, U., Aulya, S. F., & Noor, W. N. (2020). Writing error analysis in exposition text of the EFL junior high school students. Indonesian Journal of EFL and Linguistics, 5(2), 517-533. https://doi.org/10.21462/ijefl.v5i2.330

________________________________________________________

Fitrawati, F., & Safitri, D. (2021). Students’ Grammatical Errors in Essay Writing: A Pedagogical Grammar Reflection. International Journal of Language Education, 5(2), 74. https://doi.org/10.26858/ijole.v5i2.16128

________________________________________________________

Hussain, Z., Saeed, M., & Zeb, S. (2021). An error analysis of L2 writing of O-Level students in Pakistan. Asian EFL Journal, 28(13), 185–205.

________________________________________________________

Ghufron, M. A., Saleh, M., Warsono, ., & Sofwan, A. (2016). A Model of Research Paper Writing Instructional Materials for Academic Writing Course: Needs & Documents Analysis and Model Design. English Language Teaching, 9(3), 1-12. https://doi.org/10.5539/elt.v9n3p1

________________________________________________________

Gibriel, M. (2020). Crosslinguistic influence on EFL students’ writing: A contrastive analysis study of interlanguage errors. The Journal of AsiaTEFL, 17(3), 1077–1084. https://doi.org/10.18823/asiatefl.2020.17.3.24.1077

________________________________________________________

Heydari, P., & Bagheri, M. S. (2012). Error analysis: Sources of L2 learners’ errors. Theory and Practice in Language Studies, 2(8), 1583-1589. https://doi.org/10.4304/tpls.2.8.1583-1589

________________________________________________________

Istifci, I. (2018). A Case Study on Errors of EFL Learners. International Journal of Languages, Literature and Linguistics, 4(3), 154-158. https://doi.org/10.18178/ijlll.2018.4.3.167

________________________________________________________

Kahlaoui, N. (2018). Interlanguage Errors Awareness in English as a Foreign Language and Arabic as a First Language in a Saudi Context. International Journal of Academic Research in Business and Social Sciences, 8(5), 257-269. https://doi.org/10.6007/IJARBSS/v8-i5/4099

________________________________________________________

Krashen, S. D. (1982). ACQUIRING A SECOND LANGUAGE. World Englishes, 1(3), 97–101. https://doi.org/10.1111/j.1467-971X.1982.tb00476.x

________________________________________________________

Lesmana, N., & Ariffin, K. (2020). Problems in writing scholarly articles in English among Indonesian EFL post-graduate students. International Journal of Academic Research in Progressive Education and Development, 9(4), 12-24. https://doi.org/10.6007/IJARPED/v9-i4/8174

________________________________________________________

Lin, X. (2024). A Study of the Effectiveness of Corpus-Assisted Collocation Teaching on Improving College Students’ English Writing Ability Based on Random Matrix Theory. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns.2023.2.00866

________________________________________________________

Lukančič, M. K. (2023). Students’ Errors in Writing English Business Letters. Jezikoslovni Zapiski, 29(2), 249–261. https://doi.org/10.3986/Jz.29.2.10

________________________________________________________

Mallia, J. (2017). Strategies for Developing English Academic Writing Skills. Arab World English Journal, 8(2), 3–15. https://doi.org/10.24093/awej/vol8no2.1

________________________________________________________

Muhsin, M. A. (2016). Analyzing the students’ errors in using simple present (A case study at junior high school in Makassar). Pacific Science Review B: Humanities and Social Sciences, 2(3), 81-87. https://doi.org/10.1016/j.psrb.2016.09.006

________________________________________________________

Nangle, B. M., López Parreño, J., Nangle, C. M., Oleškevičienė, G. V., & Gulbinskienė, D. (2024). An Analysis of the Most Common L1 Interference Grammar, Vocabulary and Syntax Errors of Lithuanian Learners in Written English. Sustainable Multilingualism, 24(1), 79–105. https://doi.org/10.2478/sm-2024-0004

________________________________________________________

Raissah, N., & Aziz, Z. A. (2020). An investigation of interlingual and intralingual interference found in English as a foreign language (EFL) students’ composition of recount text. English Education Journal (EEJ), 11(2), 251-275.

________________________________________________________

Reishaan, A.K. (2013). The Use of Tenses in The Iraqi Advanced EFL Learners' Writings: An Error Analysis. Bulletin of the Transilvania University of Braşov, 6(55), 99-116.

________________________________________________________

Richards, J., & Schmidt, R. W. (2010). Longman Language Teaching and Applied Linguistics (4th ed.). Pearson Education Limited

________________________________________________________

Ruan, Y. (2024). Correlation Analysis of English Writing Proficiency and Linguistic Logic in Colleges and Universities. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-0987

________________________________________________________

Sabo, A. (2014). Error Analysis of Perfect Aspect With Reference to Errors Made by Croatian Secondary School EFL Learners (Master’s thesis). University of Osijek. https://urn.nsk.hr/urn:nbn:hr:142:311007

________________________________________________________

Seraj, P. M. I., Habil, H., & Hasan, M. K. (2021). Investigating the problems of teaching oral English communication skills in an EFL context at the tertiary level. International Journal of Instruction, 14(2), 501-516. https://eric.ed.gov/?id=EJ1290991

________________________________________________________

Shin, H. W. (2024). Comparative analysis of written corrective feedback strategies: A linear growth modeling approach. IRAL - International Review of Applied Linguistics in Language Teaching, 62(2), 599–621. https://doi.org/10.1515/iral-2021-0174

________________________________________________________

Sönmez, G., & Griffiths, C. (2015). Correcting grammatical errors in university-level foreign language students’ written work. Konin Language Studies, 3(1), 57-74.

________________________________________________________

Wang, M. (2013). An Empirical Study on the Writing Ability of College Students with the Error Analysis Approach. English Language and Literature Studies, 3(2), 54-61. https://doi.org/10.5539/ells.v3n2p54

Wee, R., Sim, J., & Jusoff, K. (2010). Verb-form errors in EAP writing. Educational Research and Reviews, 5(1), 016-023.

________________________________________________________

Zheng, C., & Park, T.-J. (2013). An Analysis of Errors in English Writing Made by Chinese and Korean University Students. Theory and Practice in Language Studies, 3(8), 1342–1351. https://doi.org/10.4304/tpls.3.8.1342-1351

________________________________________________________

Zubović, E. (2018). The Analysis of Errors in the Use of English Prepositions by Bosnian L1 Learners. University "Džemal Bijedić" Mostar, 171-189.

________________________________________________________




DOI: https://doi.org/10.24815/siele.v12i2.40374

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats