Errores morfosintácticos en el aprendizaje del inglés como lengua extranjera: El contexto de estudiantes universitarios: Morphosyntactic errors in learning English as a foreign language: The context of university students

Shirley Thalia Daquilema Chorlango; Paulina Alexandra Arias Arroyo

doi:10.29394/Scientific.issn.2542-2987.2024.9.31.2.46-67

Authors

Shirley Thalia Daquilema Chorlango Technical University of Cotopaxi, UTC https://orcid.org/0009-0005-4209-0619
Paulina Alexandra Arias Arroyo Technical University of Cotopaxi, UTC https://orcid.org/0000-0002-9015-5393

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2024.9.31.2.46-67

Keywords:

morphosyntactic errors, written compositions, instruments, codes, error analysis

Abstract

The objective of this research is to identify the most common morphosyntactic errors in the learning of English as a foreign language in the written production of 36 A1 level EFL students from a public university in Cotopaxi. Some authors agree that the most common morphosyntactic errors in texts written by students are word omission, spelling, article usage, double consonant usage, incorrect verb tense, incorrect word choice, punctuation, preposition, incorrect word form, agreement, pronouns, translated words, simple words, lexicon, style, number and order of adjectives (Suleman, Altayib and Muhammad, 2018); (Khatter, 2019); (Cordero and Martin, 2020); and (Soto, Vargas, Cajamarca and Escobar, 2020). To achieve the objective, the error analysis method was used. Two types of written compositions were used as data collection instruments, which were obtained in the last two weeks of July 2022. As results, the most common errors were Punctuation, Spelling, Capitalization and Sentence Structure, which belong to mechanical and grammatical errors. It is concluded that writing in English is quite challenging for students, as they need to be in constant contact with the English language. In this sense, if written errors are corrected early, students will have better written communication.

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Author Biographies

Shirley Thalia Daquilema Chorlango, Technical University of Cotopaxi, UTC

Born in Quito, Ecuador, on July 19, 2000. Student of the Pedagogy of National and Foreign Languages-English program at the Technical University of Cotopaxi (UTC), Pujilí Extension, Ecuador; Studies completed: Bachelor of Science from the "Natalia Jarrin" Educational Unit; Basic First Aid at the First Aid and Nursing Training Center (CECPAAE CIA.LTDA.); Nursing Assistant (CECPAAE CIA.LTDA.).

Paulina Alexandra Arias Arroyo, Technical University of Cotopaxi, UTC

Born in Latacunga, Ecuador, on October 8, 1976. Tenured professor of the Pedagogy of National and Foreign Languages-English program at the Technical University of Cotopaxi (UTC), Pujilí Extension, Ecuador; Bachelor of Education with a mention in English from the Universidad Técnica Particular de Loja (UTPL); Commercial Engineer from the Universidad de las Fuerzas Armadas (ESPE); Specialist in Competency-Based Curriculum Design from the Universidad Tecnológica Indoamérica (UTI); Master's degree in University Teaching and Educational Administration from the Universidad Tecnológica Indoamérica; Doctor of Education from the Universidad Católica Andrés Bello of Venezuela (UCAB); Researcher in the area of education and teacher training.

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Morphosyntactic errors in learning English as a foreign language: The context of university students