Error analysis of written English essays: the case of NCE year one primary education students of the Federal College of Education (Technical), Akoka, Lagos, Nigeria

Abstract

This study investigates the written English errors of NCE Year One Primary Education students at the Federal College of Education (Technical), Akoka, Lagos, through the lens of Error Analysis Theory (Corder, 1974) and Selinker’s Interlanguage Theory (1972). Grounded in the view that learner errors are meaningful indicators of language development, the research identifies, classifies, and analyzes common linguistic errors in students’ essays. Fifty essays were randomly selected from a population of 100 students, and data were collected through a spontaneous in-class summary writing task. The analysis revealed 18 distinct error types, with frequent issues in auxiliary verb usage, subject-verb agreement, article misuse, and punctuation. Most errors were intralingual, arising from overgeneralization and rule misapplication. However, interlingual influences, particularly from Yoruba, also contributed to structural and lexical deviations. The findings underscore the persistence of interlanguage features in learners’ writing and highlight the need for targeted pedagogical interventions focusing on grammar instruction and contrastive analysis. The study concludes that students made distinct types of errors, covering areas such as grammar, punctuation, syntax, and mother tongue interference.