An error analysis on Turkish EFL learners’ writing tasks

This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their (L2) writings well find out whether there is difference terms number, classification, between at two different proficiency levels. To this end, was carried School Foreign Languages non-profit foundation university Turkey 2020-2021 academic year. The participating (N= 32), who were selected using convenient sampling method participated voluntarily, preparatory class having levels, namely A1 level (n= 16) A2 16). Data for came from three narrative paragraphs (each ranging 100 - 200 word band) written students, total 96 collected study. analysis revealed that most frequent type error grammatical overall, large part which inappropriate use verb forms. Moreover, findings concerning potential differences levels showed learners more than all except semantic errors. Based on these findings, number implications L2 writing teachers are discussed.