Common Errors in Writing English Business Emails by English Education Students: An Error Analysis Study and Its Pedagogical Implications
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Abstract
A lot of students still struggle to write emails that are pragmatically acceptable, lexically relevant, grammatically correct, and well-structured. The purpose of this study is to pinpoint typical mistakes made by students while sending business emails, examine the reasons behind them, and suggest solutions. An error analysis approach was used in a qualitative descriptive design. Twenty-five second-year students participated in the study and performed writing assignments for business emails. Writing assessments, document analysis, and interviews were used to gather data. According to the results, first language interference, a small vocabulary, and a lack of exposure to real-world business communication are the main causes of grammatical and pragmatic errors. Additionally, students' comprehension of email norms including tone and organization was lacking. To help students become better writers, the study suggests using digital feedback systems, model texts, and explicit training.
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