Analysis of Errors in Secondary-Stage Students' Writing Content in Written Expression According to the Requirements of Applied Linguistics

Abstract

This research aimed to identify spelling, grammatical, morphological, semantic, and contextual errors in the written content of secondary-stage students. It also aimed to propose a conceptual framework for developing their writing skills in written expression. To achieve this, the researcher employed a descriptive survey approach and developed a student writing analysis form that included approximately (33) indicators. After ensuring its validity and reliability, the research was applied to a sample of (179) male and female students enrolled in public and private schools in Bisha Province during the academic year 1446 AH. The study reached several findings, including that the highest frequency of errors in the sample's writing was in semantics and context, with a mean score of (5.70) and a percentage of 71.25%. The results also indicated a statistically significant difference attributed to the variables of gender and school type, favoring male students and public schools, where the highest error rates were observed. Based on these findings, a proposed framework was developed.