Punctuation and Spelling Errors in the Written English Composition of Sudanese Secondary Schools Students

Abstract

This study aims to investigate punctuation and spelling errors in written English composition of Sudanese secondary EFL learners. The study also investigates the factors behind these errors. In order to collect the research data two tests, a guided composition and a questionnaire were used. The two tests intended to investigate the punctuation errors while the guided composition was used to investigate the spelling errors. The questionnaire was used to measure the students` attitude towards punctuation and spelling in English. The results of tests proved that EFL learners have punctuation and spellings as problematic areas. The questionnaire results showed that the reasons for punctuation errors refer to syllabus itself and ways that are taught were not effective and the syllabus does not cover or provide enough exercises on punctuation and spelling. The study also proved that many teachers do not give enough attention in teaching punctuation and spelling. The study found that activities on punctuation marks and spelling practice were not enough to enable the EFL students to practice these activities in the classroom. Finally this study recommends that punctuation and spelling should be taught throughout contexts. It also recommends that the students must be made aware that punctuation and spelling are part of their problems. The EFL Learners should be provided with effective syllabuses that cover the problematic areas on punctuation and spelling. Teachers should motivate the students towards extensive reading for better improvement in punctuation and spelling practice.