Composition writing is a crucial component in assessing students’ mastery and proficiency of English language across all levels of the Ghanaian educational system. In this study, we sought to identify the impact of errors on the student-teachers’ written communication in Colleges of Education in Ghana. The study purposed to determine how the errors affected the students’ written communication. A qualitative approach, with a case study design was used for the study. The study targeted second-year College of Education students in Jasikan and St. Teresa’s Colleges of Education, with a total of 100 students and 5 tutors randomly and purposively sampled respectively. Text analyses and a semi-structured interview were employed to collect data and the data were analyzed thematically. It was found that these errors have significant impact on students’ written communication. Student-teachers’ errors transcend onto pupils in class and students’ communication is often not clear.
Citation: Silas Afeadie and Samuel Bruce Kpeglo (2022) Impact of Errors on the College of Education Students’ Written Communication, International Journal of English Language Teaching, Vol.10, No.1, pp., 23-34
Keywords: Error Analysis, Students, error types, written communication
