According word order was only 11%. The

According to her study, 134 punctuation
errors were allocated. The problem that students struggle the most was
capitalization. This was illustrated by the fact that such errors happened 49
times. She concluded her study stating that the misconception in students mine
is the reason of the misuse of subject-verb agreement. In her point of view, it
is important to teach students the rules of punctuations so they can avoid such
errors primarily.

Hourani (2008) investigated
grammatical errors committed by Emirati secondary male students when writing
essays in English. The number of participants was 115 and they were in their
third year of secondary education. Students were asked to write an essay
between 120 to 200 words about a certain topic in 50 minutes. This study
calculated a total of 1175 errors. Based on the results, the most prominent
errors that students committed in their essays were Subject -verb agreement
errors with a percentage of 25%, 22% was the percentage of tense verb and form
errors, while prepositions was 15% and word order was only 11%. The less
frequent errors were articles 10%, plurality 8%, passive voice 6% and
auxiliaries 3%. According to this study, 38% of the errors were interlingual
and 62% were intralingual. It is clear from the findings that ”Emirati male
students do commit errors because of L1 transfer. However, their biggest number
of errors is due to intralingual reasons”, (p.42).

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A study by Nanda, Inyaha and Ghani (2016)
examines writing errors committed by students of Senior High School 10 Banda
Aceh in Indonesia. 5 students’ writings were chosen from each class of grade XI
to collect a total of 20 writings to be analysed for this study. After classifying
the errors, it has been found that students made six categories of errors in
writing. Table 1 in this shows that the highest number of errors committed by
the participants were the grammatical 51, 93%. The second dominant error was
punctuation which covered around 16.02% of errors. Errors of spelling followed
them with a percentage of 8.90%, word choice 8.61% and capitalization with the
percentage of 8.01%. Organization was the least frequent error with 6.53%.

A study was conducted in the
University of El Salvador by Jéménez (2013) and others to analyse and identify the writing skill
difficulties of the English Composition I students. Three techniques were used
to collect data, an interview, a survey and content analysis.  After the presentation of the study’s
results, researchers concluded that mapping and editing are considered the most
difficult techniques that student are least to use, because they do not know
exactly what they are due to the fact that they did not have previous
explanation about them. In addition, professors of English composition present
some writing techniques like brain storming, editing, mapping and free writing.
Nevertheless, students seem to prefer only three of them which are brain
storming, free writing and making list.  (Jéménez et al., 2013)