Error Analysis in the Writing Tasks of Higher Secondary Level Students of Bangladesh

Hasna Khanom


This study explores the various types of errors apparent in Higher Secondary level students’ writings due to which they fail to score satisfactorily in English examination. The aim of this research is to improve the writing skills of Bangladeshi secondary level learners through identification and analysis of the common errors their written corpus contains. Action research procedure (plan, act, observe, reflect and revise) has been used for this research. The answer scripts of 100 Higher Secondary level students were selected for data collection. The data was then analyzed following the traditional error analysis procedure of error identification, classification, explanation and evaluation. The result of the analysis reflects the various types of interlingual and intralingual or developmental errors learners make in their writing tasks. Based on the findings, eight teachers of those 100 students were interviewed to seek the answers to the questions as to why learners make such errors in spite of twelve years of formal education and what can be done to improve their writing skill. This research ends with some recommendations for effective teaching of the different aspects of writing.


Error analysis, Higher secondary level, Spontaneous production, Written corpus

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