Abstract
This study explored the types and frequency of errors committed by NCE 2 students of Federal College of Education (Technical) Bichi in composition writing. Anchored on the Error Analysis Theory by Corder (1967), the research adopted a descriptive survey design and utilized written composition tasks for data collection. Findings revealed that only 11% of the students wrote grammatically correct sentences, 84% produced incorrect sentences, while 5% did not attempt the task at all. These results indicate a critical deficiency in students’ ability to construct well-formed sentences, posing a significant barrier to both teaching and learning of written composition in English as a Second Language setting. Based on the findings, recommendations were made amongst which were: that the NCCE should emphasize teaching of grammar, syntax and composition in the NCE curriculum, and that English teachers should create more practical writing exercises in the classes, and at the same time create an avenue that will promote reading culture among students as a very good reading habit naturally improves writing ability of the learners.
Keywords: Common errors, grammar, syntax, composition writing, ESL classroom
DOI: www.doi.org/10.36349/sojolics.2025.v01i03.004
author/Ado Sanda Yandamo & Salami Hammed, PhD
journal/Sokoto JOLICS 1(3) | December 2025 |
