Writing Errors in English as a Second Language (ESL) Essays: Evidence from English Major Students at a Philippine State University

Abstract

Although error analysis has been widely explored in ESL writing, limited studies have simultaneously examined both the types of writing errors and their underlying causes among English major university students in the Philippine context. Understanding these dimensions is essential for developing context-responsive pedagogical interventions in higher education. Hence, this study aimed to analyze the types and frequency of errors in the English essays of first-year English major students and to identify the factors contributing to these errors. Employing a descriptive research design, 99 student essays from a Philippine state university were analyzed using Sridhar’s (1980) framework for error analysis. Errors were identified, described, and categorized based on Ferris’s (2005) classification of morphological, lexical, syntactic, and mechanical errors. Contributing factors were also explored through a researcher -made causal factor checklist. Findings revealed that syntactic errors (37.25%) were the most prevalent, followed by morphological (29.75%), lexical (21.75%), and mechanical errors (11.25%). The most frequent specific errors included word choice (18.58%), sentence pattern (16.82%), run-ons (11.93%), subject–verb agreement (9.17%), and fragments (8.50%). Additional errors involved verb form, noun endings, articles and determiners, capitalization, spelling, pronoun usage, informal expressions, and tense consistency. The primary contributing factors identified were limited knowledge of English structures, insufficient reading exposure, lack of motivation, inadequate instructional supervision, delayed feedback, and limited time for writing tasks. The findings highlight persistent structural and grammatical challenges among English major students and underscore the need for targeted instructional strategies and structured writing support. Based on the results, a second language writing guide can be proposed to address recurrent error patterns. Future research may further examine the distinction between learner errors and features of Philippine English to refine pedagogical and analytical approaches.

https://doi.org/10.26803/ijlter.25.4.40