Browsing by Author "Awino, Mary"

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    Lexical Errors in First-Year Undergraduates’ English Compositions: An Error Analysis Approach
    (East African Journal of Arts and Social Sciences, 2025-07) Awino, Mary; Ikaria, Nancy
    This article explores the use of the Error Analysis (EA) approach in investigating lexical errors in the written English compositions of first - year undergraduate students. Lexical competence is a crucial component of academic writing proficiency, yet it re mains a persistent challenge for second - language (L2) learners at the university level. The study employed a qualitative research design, which was descriptive in nature. Using a corpus of essays collected from 20 first - year undergraduates who were studyin g English Communication Skills for Professional Development, the study applied a structured EA framework to identify lexical deviations in the students’ compositions. It then categorised the lexical deviations using the distinction between form - oriented an d content - oriented lexical errors, which had nine subcategories. The study justifies the choice of EA over other analytical approaches by emphasising its learner - centred focus, practical applicability, and methodological clarity. While acknowledging critiq ues of EA — such as its limited focus on errors and potential subjectivity in error classification — the paper defends its relevance by drawing on the work of scholars who support its use in pedagogical research. Findings revealed that errors in word formation /morphology, as well as misspelling errors, were the most prevalent, highlighting the need for targeted vocabulary instruction. The study concludes by discussing the pedagogical implications of the findings and proposing directions for future research into lexical development and instructional design .
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    Lexical errors in the written English compositions of first year undergraduate students in kabale university, Uganda
    (Kenyatta University, 2025-11) Awino, Mary
    From a sample of Kabale University students, it was confirmed that university students in Kabale municipality lack the ability to write English effectively. They make a number of lexical errors in their compositions as a result meaning and communication are inhibited. In light of this, the study sought to investigate ‘Lexical Errors in the Written English Compositions of First Year Undergraduate Students in Kabale University, Uganda’ with an aim of identifying, categorising, analysing the frequency, and explaining the causes of these lexical errors. In order to achieve this aim, the study utilised the Error Analysis approach by S.P. Corder which focuses on choosing the language corpus, identifying error in the corpus, classifying error, explaining error and evaluating error. A total of 20 scripts were randomly sampled for data analysis. Lexical deviations were identified in the students’ compositions and then classified following the form- and content-oriented criterion. Every lexical error that fell under the form- and content-oriented criterion was written down on an individual results sheet for students’ lexical errors until a frequency for each was ascertained. Frequency ratings were illustrated by means of tables showing frequency counts or percentages. The more lexical errors found in a student’s work, the worse his or her writing. The errors that impeded the meaning most were branded as very serious. A list of the errors identified in the students’ compositions was organised in a hierarchy of – most serious, serious and least serious – depending on how much they impeded meaning. Research has shown that the severity of an error is usually determined by the reader's attitude and cannot be determined by a universal standard. Therefore, error gravity was determined by the researcher since she was the one analysing the 20 compositions. The more lexical errors found in a student’s work, the worse his or her writing. The researcher hoped that the findings of the study would offer teachers objective criteria for evaluating students' written compositions as well as hints about where to focus their teaching, namely on the most important and most common lexical error types, which cause the most problems due to their seriousness and communication consequences. Also, second language writing courses might be developed to deal with or explore more about lexical errors.