An Analysis of Intralingual Errors in the Writing of Saudi EFL Learners A Comparison of Intermediate and Advanced Proficiency Levels

• Published in: Journal of Umm Al-Qura University for Language Sciences and Literature no. 34; pp. 161 - 173
• Main Author: Alahmadi, Nesreen Saud
• Format: Journal Article
• Language: English
• Published: جامعة أم القرى 30.12.2024
• Subjects: الأخطاء الكتابية; التداخل اللغوي; اللغة الإنجليزية
• DOI: 10.54940/ll98914594
• ISSN: 1658-8126

The aim of this study is to investigate intralingual errors among Saudi second language (EFL) learners at intermediate and advanced proficiency levels. Sixty female Saudi undergraduate students in their first academic year of studying English at a Saudi Arabian university participated in this research. An error analysis was conducted to examine the students’ writing errors. Participants were given weekly writing assignments as part of their assessment plans, and the following errors were categorised and analysed: simplification, overgeneralisation, hypercorrection, fossilisation, avoidance, and false hypothesis errors. The findings revealed that false hypothesis errors were the most frequent errors in both groups, but fossilisation errors were the least frequent. Intermediate learners made more simplification and overgeneralisation errors in their writing than false hypothesis errors at the advanced level. This research sheds light on the linguistic challenges faced by Saudi L2 learners and makes suggestions for enhancing language learning and teaching methodologies. Overall, the study identifies the different patterns of writing errors which provides valuable insights for educators in developing targeted interventions and effective language instruction for EFL writing. In conclusion, this study highlights the common use of false hypothesis errors among Saudi EFL learners at intermediate and advanced proficiency levels, revealing distinct patterns of intralingual errors in writing, and advocates for tailored pedagogical strategies to address these challenges and enhance language learning outcomes.