Error Analysis: Academic Writing of Students Specializing in Filipino
DOI:
https://doi.org/10.54536/jtel.v4i2.7978Keywords:
Academic Thesis, Error Analysis, Filipino, Manuscript Philippines, QualitativeAbstract
The study examined error patterns in academic Filipino writing among students across Bachelor’s, Master’s, and Doctorate levels. Using a qualitative error-analysis design grounded in Corder’s (1967) framework, twenty (20) student manuscripts were analyzed to identify, classify, and interpret written errors. The analysis included frequency counts and comparison of error types across educational levels, with errors categorized into mechanics, substitution, omission, addition, and permutation. Results showed that mechanical errors were the most frequent, followed by substitution, omission, addition, and permutation errors. These errors were observed in punctuation, capitalization, spelling, morphology, and sentence structure, indicating persistent challenges in academic writing proficiency across levels. The study contributes novel empirical evidence by systematically profiling error types across different academic stages in Filipino writing, an area that remains underexplored in local research. Findings highlight not only the prevalence of specific error patterns but also the need to consider developmental differences in writing competence. Practically, the results provide useful input for curriculum developers, writing instructors, and thesis advisers in designing targeted interventions, particularly in strengthening instruction on mechanics, grammar, and academic writing conventions to improve student output quality.
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