An Error Analysis of Undergraduate Students’ Formal Email Writing

Nowadays, email communication is considered prominent in daily communication, regardless of the field in which it is used. In the context of tertiary-level education, email communication also plays a significant role. This study examined the types of errors undergraduate students commit when writing formal emails. This study employed a qualitative approach, focusing on the detailed analysis of students’ written emails. 30 undergraduate students from a public university were selected as the sample. Data was collected through document analysis of students’ email writing. The data were analysed using Corder’s (1981) error analysis framework to identify and categorise the types of errors identified in the emails. The findings revealed that although learners were expected to be aware of formal email writing conventions, their actual writing showed a lack of understanding. Common errors included spelling, verb usage, and tenses due to insufficient knowledge of target language elements. Therefore, the study highlights the importance of raising awareness of proper email writing conventions among both teachers and students. It also emphasises the need for constructive feedback and the inclusion of email writing skills in the curriculum to improve students’ proficiency.

email writing, error analysis, undergraduates

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