Error Patterns and Written Communicative Effectiveness among Pre-Service English Teachers

This study explores the error patterns and written communicative effectiveness of 3rd-year BSEd English pre-service teachers at Sibonga Community College during the academic year 2025–2026 as a basis for proposed enhanced instructional intervention in essay writing. Using a multi-phase mixed-methods design and AI assisted validation, the research identified and categorized grammatical errors in student essays, examined their impact on clarity, coherence, and accuracy and implemented a one-month instructional intervention. Findings revealed that errors—primarily in grammar, mechanics, clarity, and coherence—were shaped by linguistic, cognitive, affective, institutional, and socio-cultural factors. Results showed modest reductions in errors, slight gains in clarity and coherence, and increased confidence in writing after the intervention. These outcomes affirm that students’ errors are not isolated mistakes but reflections of deeper challenges in language proficiency, cognitive processing, emotional resilience, institutional support, and cultural context. The one-month intervention demonstrated effectiveness in reducing errors and fostering confidence, proving that systematic and compassionate teaching strategies can transform essay writing into a skill of empowerment. Sustained implementation over longer periods is expected to yield greater improvements in communicative competence. It is recommended that future interventions extend beyond one month to allow for more substantial progress in grammar and discourse competence. Writing instruction should integrate reflective practices, such as journals and peer editing, to build metacognitive awareness and foster collaborative learning. Institutions should strengthen feedback mechanisms and provide consistent opportunities for practice across subjects to normalize technical writing. Additionally, socio-cultural factors such as limited exposure to authentic English texts should be addressed by promoting reading habits and integrating writing tasks across the curriculum. By embedding essay writing instruction in broader academic and cultural contexts, pre-service teachers can develop stronger communicative competence and be better prepared to model effective writing in their future classrooms.

Error Patterns, Communicative Effectiveness, Essay Writing, Multi-Phased Method, Pre-service Teachers

1. Abushihab, I. (2020). An analysis of written grammatical errors of Arab learners of English as a foreign language. European Journal of Social Sciences, 20(4), 543–552. https://www.researchgate.net/publication/290529363_An_analysis_of_written_grammatical_errors_of_Arab_learners_of_english_as_a_foreign_language_at_Alzaytoonah_private_university_of_Jordan [Google Scholar] [Crossref]

2. Afeadie, S., & Kpeglo, S. B. (2022). Impact of errors on the college of education students’ written communication. International Journal of English Language Teaching, 10(1), 23–34. https://doi.org/10.37745/ijelt.13/vol10.no1pp.23-34 [Google Scholar] [Crossref]

3. Apolonio, J. A. (2021). Needs analysis, challenges, and teaching strategies in English grammar learning (Doctoral dissertation, Lyceum of the Philippines University). ERIC. https://files.eric.ed.gov/fulltext/ED613630.pdf [Google Scholar] [Crossref]

4. Autilia, M., & Theresia, M. (2018). An error analysis of communicative effect taxonomy in students’ writing descriptive text at the tenth grader students. International Journal of English Literature and Social Sciences, 3(6), 1–14. https://doi.org/10.22161/ijels.3.6 [Google Scholar] [Crossref]

5. Ayar, Z. (2020). Error analysis of Turkish learners’ English paragraphs from lexical and grammatical aspects. ELT Research Journal, 9(2), 123–134. [Google Scholar] [Crossref]

6. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

7. Comeo, J. (2025). Common errors in technical writing among pre-service teachers. [Google Scholar] [Crossref]

8. Philippine Journal of Language and Education, 12(1), 45-58. [Google Scholar] [Crossref]

9. Deiparine, M. S., Montalla, M. G., & Bacus, R. C. (2024, April). Uncovering the common linguistic errors in student journalists’ unedited news articles: A comprehensive analysis. World Journal of Applied Linguistics and Language Studies, 14(4), p. 131. https://doi.org/10.5430/wjel.v14n4p131 [Google Scholar] [Crossref]

10. Fitria, T. N. (2018). Error analysis: A process of investigating errors in second or foreign language acquisition. International Journal of English Language and Literature Studies, 7(3), 114–123.https://www.researchgate.net/profile/Tira-Nur-Fitria/publication/345977092_Error_Analysis_Found_in_Students'_Writing_Composition_in_Simple_Past_Tense_of_Recount_Text/links/5fb398e845851518fdacdb97/Error-Analysis-Found-in-Students-Writing-Composition-in-Simple-Past-Tense-of-Recount-Text.pdf [Google Scholar] [Crossref]

11. Garduce, M., & Baluyos, R. (2023). Grammar and mechanics errors in senior high school writing. Journal of Philippine Education Research, 18(2), 77-92. [Google Scholar] [Crossref]

12. González-Laguna, A., Pérez, J., & Ramos, L. (2024). ICT-based interventions in academic writing: Scaffolding and feedback for improved clarity. International Journal of Educational Technology, 9(3), 101-115.Herrera, C. (2025).Challenges and interventions in tertiary students' writing performance.Asian Journal of Educational Development, 7(1),33-4 [Google Scholar] [Crossref]

13. Hao, Y., Xu, X., Wang, X., Lin, Y., & Liu, H. (2023). Typological characteristics of interlanguage: Across L2 modalities and proficiency levels. Frontiers in Psychology, 13, Article 1071906. [Google Scholar] [Crossref]

14. Harefa, A. T., & Sibarani, B. (2023). An error analysis of communicative effect taxonomy in students’ writing descriptive text at the tenth grader students. International Journal of English Literature and Social Sciences, 8(6), 1–14. https://doi.org/10.22161/ijels.8.6.10 [Google Scholar] [Crossref]

15. Karim, A. (2018). Error analysis found in students’ writing composition in simple past tense of recount text. Journal of English Language Teaching and Learning, 1(1), 22–34. https://www.academia.edu/44541872/Error_Analysis_Found_in_Students_Writing_Composition_in_Simple_Past_Tense_of_Recount_Text [Google Scholar] [Crossref]

16. Khatter, F. (2019). An analysis of common essay writing errors among Saudi female learners. Arab World English Journal, 10(3), 294–307. https://doi.org/10.24093/awej/vol10no3.20 [Google Scholar] [Crossref]

17. Loza, R., & Tag-at,M.(2024). Grammar errors in technical writing among AB-English students. Philippine Linguistics Review, 15(2), 120-135. [Google Scholar] [Crossref]

18. Myhill,D., Cremin, T., & Oliver, L. (2023). Motivation and classroom environment in writing instruction. Literacy Studies Quarterly, 41(4), 289-305. [Google Scholar] [Crossref]

19. Ngaiza, A. G. (2023). A linguistic error analysis of ESL written essays by Indian Tamil university students. Journal of Modern Research in English Language Studies, 10(4), 45–59. https://doi.org/10.30479/jmrels.2023.18208.2160 [Google Scholar] [Crossref]

20. Nguyen, T., Pham, H., & Le, D. (2024). Factors influencing academic writing difficulties among Vietnamese undergraduates. Journal of Language and Education, 10(2),56-70. [Google Scholar] [Crossref]

21. Ramos et al. (2023). English writing errors, challenges, and strategies in modular learning: A multiple case study. Academia.edu. https://www.academia.edu/97060704 [Google Scholar] [Crossref]

22. Reforsado, M., & Raymundo, J. L. (2024). Syntactical structure competence in academic writing of senior high school students: Designing a contextualized instructional material. International Journal of Linguistics, Literature & Translation, 7(7), 93–106. https://doi.org/10.32996/ijllt.2024.7.7.10 [Google Scholar] [Crossref]

23. Taye, B., & Mengesha, A. (2024). Writing challenges among Ethiopian undergraduates:Vocabulary and grammar issues. African Journal of Higher Education, 5(2), 88-102. [Google Scholar] [Crossref]

24. Tica-A,J. (2024). Grammatical errors in Filipino students' essay writing and supplementa nodule development. Philippine Journal of Language Teaching, 9(1),65-80 [Google Scholar] [Crossref]

25. Tizazu, Y. (2019). A linguistic analysis of errors in learners’ compositions: The case of Arba Minch University students. European Journal of English Language and Literature Studies, 7(5), 1–13. https://eajournals.org [Google Scholar] [Crossref]

26. Vunan, D., & Choi, Y. (2023). Clarity and coherence in academic writing: Strategies for improvement. Journal of Applied Linguistics, 14(3), 211-225 [Google Scholar] [Crossref]

• Enhancing English Vocabulary Skills for Grade 9 Students ‘Using Deal or No Deal’ Game
• Enhancing Grade 8 English Engagement: Fill My Bag Strategy
• Enhancing Pre-Service Teachers’ Communication Competence: An Input to a Communication Skills Development Module
• Lower Secondary School Students' Attitude toward Reading in English
• Learner Autonomy and Attitudes toward Philippine English: Predictors of Grammar Performance among College ESL Students