The Sources of Errors in Students' Writing of English: A Case Study of Dzodze-Penyi Senior High School

Abstract

This study investigates the sources of English writing errors among secondary school students at Dzodze-Penyi Senior High School in Ghana, employing Error Analysis methodology. Analysis of 60 student essays identified 1,326 errors across seventeen categories. Six predominant error types accounted for 76.22% of all errors: punctuation (29.71%), spelling (14.32%), subject-verb agreement (13.87%), capitalization (7.54%), word choice (6.41%), and tense (4.37%). The research involved sixty students and ten English teachers. Through essay analysis, questionnaires, and interviews, multiple error sources were identified. Interlingual errors stemmed from interference with students' first language (Ewe), particularly in verb agreement, capitalization, and literal translation of idioms. Intralingual errors reflected incomplete acquisition of English grammatical systems, with overgeneralization patterns supporting Selinker's interlanguage theory. Beyond linguistic sources, critical instructional constraints emerged: inadequate instructional time (two English periods weekly), insufficient writing practice opportunities, limited vocabulary development, and curriculum limitations. Teachers unanimously reported insufficient time for comprehensive language instruction, while 93% of students identified vocabulary limitations as major obstacles. The concentration of high-frequency, treatable errors suggests strategic intervention opportunities. The study recommends prioritized error treatment focusing on the six predominant categories, contrastive pedagogy addressing Ewe-English structural differences, comprehensive vocabulary programs, process-oriented writing instruction with multiple revisions, and genre-based pedagogy. Systemic recommendations address instructional time allocation, teacher professional development, and resource provision. These findings provide empirically grounded guidance for English educators and policymakers seeking to enhance secondary-level writing instruction in Ghana, while advancing theoretical understanding of how interlingual transfer and intralingual processes interact in second language writing development.