Page 55 - EDUCON 2022 Book of Abstracts

A total of 72 students’ answer scripts comprised the population of this
study and 56 samples formed the sample size of this study. The 56
research samples were then analysed based on Corder’s (1974) five
steps in error analysis research, namely: (1) collection of a sample of
learners’ language; (2) identification of errors; (3) description of
errors; (4) explanation of errors; and (5) evaluation of errors.
Results: The findings revealed that a total of 17 categories of different
types of errors were analysed from the students’ examination scripts in
the LEP 2500 module for the 2018 academic year. These errors were
classified into three major categories, namely: morphology, syntax,
and semantics. The observed errors in students’ examination scripts
were errors in verb tense, subject verb agreement, use of pronouns,
capitalisation, punctuation, articles, singular and plural linkage, use of
inflections, use of auxiliary verbs, spelling, use of colloquialism, use
of compounds, omission of letters, mis-selection of letters, mis-
ordering of letters, and errors in sentences and paragraphs. The
general results and findings are fundamental to apply a system of
correction where students develop a greater awareness in their own
writing process to reduce students’ grammatical errors in writing and
subsequently to improve their communicative competence.
Keywords: error analysis, eexamination, Grammar, English Second
Language, students

18. Simon, W., Once a good assessor always a good assessor:
Lecturers’ online formative assessment practices at selected Higher
Education Institutions
Background: In many Higher Education (HE) institutions, lecturers
are expected to implement formative assessment in their online
practices. The global outbreak of coronavirus (COVID-19) pandemic
towards the end of 2019 and the onset of 2020 has affected institutions

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