"Spelling Errors in First-Cycle UTC English Department Students' Writing"
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Date
2025-02
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Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
This study investigates the most common spelling errors in the writing of first-cycle English students at the Technical University of Cotopaxi (UTC). The main objective is to identify the most common spelling errors in the writings. The methodology approach was quantitative with a descriptive design. To collect the information, a writing essay was applied to forty first cycle students. The forty papers were analyzed in order to classify errors based on Cook’s (1999) categories: omission, substitution, insertion, and transposition. The findings reveal that substitution errors are the most frequent, followed by omission errors. Insertion and transposition errors appear less often. A comparison between two groups, First B and First C, shows that First C consistently makes more errors across all categories. The most significant differences are in substitution and omission errors, where First C demonstrates greater difficulty in recognizing correct letter choices and maintaining accurate spelling. These findings indicate that students may rely heavily on phonetic-based writing, leading to incorrect spelling patterns. Additionally, omission errors suggest challenges in retaining complete word structures, particularly with longer or more complex words. The research also found that ESL students commonly make spelling errors due to native language influence, limited vocabulary, and phonetic-based writing tendencies. Without targeted instruction and corrective feedback, these errors can persist and hinder students’ English proficiency. To improve writing, students need structured spelling lessons that emphasize phonetics, letter patterns, and error correction. Furthermore, teachers should implement interactive spelling activities and corrective strategies to help students internalize correct spelling patterns. In conclusion, the findings highlight the importance of analyzing students' writing to identify recurring spelling challenges. Understanding these errors provides valuable insights for educators to enhance teaching strategies, reinforce correct spelling patterns, and improve students’ written communication skills in English.
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Keywords
SPELLING ERRORS, TEACHING, WRITING, SECOND LANGUAGE
Citation
Silva Rivera, Nelly Ruby y Vilaña Pilaquinga, Mauricio Gabriel (2025); Silva Rivera, Nelly Ruby y Vilaña Pilaquinga, Mauricio Gabriel. UTC. Pujilí. 53 p.