Lexical Errors in First-Year Undergraduates’ English Compositions: An Error Analysis Approach

Abstract

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 remains 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 studying 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 and 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 critiques 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