Examinando por Materia "Profesores colombianos de inglés"

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    What errors say : errors and influencing factors on written interlanguage in argumentative essays of colombian EFL pre-service teachers
    (Universidad del Valle, 2025) García Granada, Juan Carlos; Paz Granobles, Sebastián; Chaves Varón, Orlando
    Multiple studies have demonstrated that error analysis constitutes a pivotal instrument in identifying the challenges and areas of difficulty learners face during the acquisition process of a new language. This process has also been proven to be immensely valuable for teaching. However, it has not been widely studied in university contexts in Colombia. The primary objective of the present study is to characterize the written interlanguage in argumentative essays composed by a group of 49 eighth-semester English as a Foreign Language (EFL) pre-service teachers (correlations established with a 30-participant subgroup) at the Universidad del Valle in Cali, Colombia. Furthermore, this study aims to contribute to the ongoing Colombian national corpus project, which investigates the same linguistic phenomenon across various universities within the country. To achieve these objectives, this study employed a quantitative approach, using the Error Tagging Manual 1.2 developed by the University of Louvain for systematic error categorization, and an online survey to gather information on sociocultural factors that can influence these errors. The statistical analysis of the data was conducted using the software JASP 0.18.1. The findings indicate that the primary errors observed in the written productions of pre-service EFL teachers can be classified into five main types: Form (FS), Missing Punctuation (QM), Grammar Article (GA), Lexicon (LS), and Infelicities (inappropriate or awkward expressions, Z). Against what was expected, it was found that correlations between errors and variables such as socioeconomic status and writing enjoyment are not statistically significant. The study contributes empirical information to inform pedagogical strategies to improve the written interlanguage of intermediate EFL learners.