Orthographic errors by EFL learners in Tanzanian secondary schools and their teachers’ corrective feedback: an appraisal

This study analysed orthographic errors made by EFL learners in Tanzanian Secondary Schools and their teachers’ corrective feedback. The study identified types of orthographic errors made by Students and explored causal factors for the observed errors and teachers’ corrective feedback in learners’ written composition. Document analysis was the sole instrument for eliciting data. Data were collected from Humura Secondary School found in Muleba, Tanzania. The sample consisted of 120 students and 8 teachers. The students were instructed to write compositions which were later given to teachers to mark and score. Then, the scripts were examined to identify orthographic errors and teachers’ mode of corrective feedback. The data were analysed quantitatively and qualitatively. The findings indicated that the students had serious problem of orthographic errors whereby spelling errors were the highest, followed by punctuation and capitalization errors. Interference from learners’ L1 chiefly seemed to cause spelling errors. Punctuation errors were primarily caused by insufficient knowledge in the usage of particular words in the TL. It was also found that many students focused on meaning rather than on form when writing their essays. Similarly, teachers concentrated on meaning ignoring form. As a result many errors were not corrected. It is recommended that grammar instructions and contrastive analysis be introduced to help students focus on form. Also, school inspectors and heads of schools should ensure that learners’ written assignments are marked and appropriate error correction which conforms to language teaching and learning is provided by teachers.