Analyzing the Development of a Longitudinal Error-Tagged English Learner Corpus: Exploring Accuracy Development in Iranian EFL Learners' Writing
Error-tagged learner corpora are helpful resources in language teaching, providing authentic samples of learners' errors. This longitudinal study aims to investigate accuracy development in three subsequent writing performances of Iranian EFL learners across beginner, intermediate, and adva...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-11-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3379_de4be4f44f0feea4bbceeca8a103a71a.pdf |
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| Summary: | Error-tagged learner corpora are helpful resources in language teaching,
providing authentic samples of learners' errors. This longitudinal study
aims to investigate accuracy development in three subsequent writing
performances of Iranian EFL learners across beginner, intermediate, and
advanced proficiency levels. This investigation involved developing and
annotating the first error–tagged English written learner corpus for
Iranian EFL learners, followed by analyzing the errors. The current
corpus includes 35747 tokens from 219 written texts, manually
transcribed and annotated based on the latest version of the Louvain Error
Tagging Manual. A total of 6917 errors were identified. The
developmental patterns of all error categories were detected using
potential occasion analysis, specifically focusing on the most frequent
error types (i.e., articles, noun numbers, and personal pronoun errors).
The results indicated that grammar, lexical, and word
redundant/missing/order errors increase significantly as proficiency
levels increase. Conversely, form, lexico-grammatical, and punctuation
errors exhibited a U-shaped trend, rising from beginner to intermediate
levels and declining from intermediate to advanced levels.
Additionally, the accuracy of article and noun number usage improved
from beginner to intermediate levels but showed little or no change from
intermediate to advanced levels, suggesting that higher proficiency levels
did not lead to much improvement in this area. However, there was a
significant decrease in personal pronoun accuracy from beginner to
intermediate levels, followed by a slight increase from intermediate to
advanced levels. This study reveals error patterns across different
proficiency levels, offering guidance for teachers to adapt their writing
instruction methods and enhance learners’ writing accuracy. |
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| ISSN: | 2676-5357 |