learners based on the errors they committed in their productions of writing, so they can prepare teaching materials and strategies accordingly. Secondly, the study provides instructors the information on the area of linguistic difficulties which EFL learners have face in learning writing. More specifically, instructors are realized that grammar is still a problematic area for EFL learners. In EFL writing classroom, learners’ limited knowledge of grammar has caused learners difficulty in composing an effective writing. Being aware of the linguistic elements of difficulties can help writing instructors to figure out ways to overcome such problems. Finally, instructors should pay attention to the interference of learners’ native language. Understanding the influences of learners’ native language that hinder EFL learning allows writing instructors to mark their teaching that helps EFL learners to overcome learning problems. Respectively, the future research studies should focus on exploring the particular and effective ways to lessen the errors in writing influenced by the learners’ native language. Findings of the future research should assist the EFL students in acculturating themselves into new linguistic forms without depending on their native language.
Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.32, 2015 104 7. Conclusions Most of EFL students have learned English since they was in primary school; however, their English proficiency, especially writing, is still unsatisfied. Error analysis has been widely used as a mean to gain understanding on how writing skill is learnt. This study was an effort to systematically investigate the types and sources of errors in writing. It also explored the linguistic feature in which the students made the most errors. The procedures of the error analysis were employed. The results suggested that EFL students had grammatical difficulties in writing. They also had faced with a problem in selecting the appropriate words that convey the writers’ intended meaning. The results of this study confirmed that learners’ native language has played a major role in English learning among Thai students. Addressing students’ areas of difficulties, instructors are able to make the right judgment in material selection and preparation. References Brown, H. (2007). Principles of language learning and teaching . New York: Pearson Education Inc. Chomsky, N. (1986). Knowledge of language. New York: Praeger. Corder, S.P. (1967). The significance of learner's errors. International Review of Applied Linguistics in Language Teaching, 5 (4), 161-170. Corder, S.P. (1973). Introducing applied linguistics . London: Penguin Education. Cumming, A. (2001). Learning to write in a second language: Two decades of research. International Journal of English Studies, 2, 1-23.
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