A Corpus-based Study of EFL Learners’ Errors in IELTS Essay Writing

Hoda Divsar, Robab Heydari


The present study analyzed different types of errors in the EFL learners’ IELTS essays. In order to determine the major types of errors, a corpus of 70 IELTS examinees’ writings were collected, and their errors were extracted and categorized qualitatively. Errors were categorized based on a researcher-developed error-coding scheme into 13 aspects. Based on the descriptive statistical analyses, the frequency of each error type was calculated and the commonest errors committed by the EFL learners in IELTS essays were identified. The results indicated that the two most frequent errors that IELTS candidates committed were related to word choice and verb forms. Based on the research results, pedagogical implications highlight analyzing EFL learners’ writing errors as a useful basis for instructional purposes including creating pedagogical teaching materials that are in line with learners’ linguistic strengths and weaknesses.


Learner corpus, Error Analysis (EA), Essay writing, EFL learners

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.143


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