English Language Performance of High Performing Students in Dogadakedar Rural Municipality: A Study of Spelling, Grammar, and Content Quality

Abstract

The study examined the types of language errors made by learners in the English essay-writing competition. It also assessed the feedback techniques employed by teachers of English in the handling of language errors in the English essays. A descriptive research design was employed to examine errors in English essays written by students from three different secondary schools in Dogadakedar Rural Municipality, Baitadi, Nepal. Qualitative data were collected from the students’ essays and analyzed using error analysis and content analysis techniques. The findings reveal that a total of ten categories of language errors which include: word order, verb tense and form, articles, prepositions, subject verb agreement, spelling, plurality, coherence, pronoun, word choice, and capital letter errors were made by the learners in their English essays. The data were described only 3/3 high performing students from each school and scored them 1^st, 2^nd, and 3^rd positions inter and intra school essay writing competitors. The most preferred corrective technique was to involve the learners actively by encouraging them to read extensively and write severally on various narratives in the target language. The findings will provide reliable feedback to teachers of English because it will guide on the development of teaching methods and evaluative measures to their essay writings. The study will also be useful to curriculum developers in designing materials for teaching English language in secondary schools. It will also be of invaluable benefit to learners of English as it will guide on the way narrative essays need to be written.