Grammatical Errors in Pre-service English Teachers’ Argumentative Essays and their Views Regarding Error Correction

This study seeks to identify grammatical errors in argumentative essays written by prospective teachers of English as a foreign language the fifth semester college, determine whether students are aware their mistakes, and discover experiences with grammar instruction error correction. We conducted an Error Analysis contrasted results grammaticality judgment test (GJT) assess students’ awareness detected essays. Using mixed methods research, we compared survey views on learning The most common were verb phrases, subject usage, clause patterns, prepositions, patterns. Of these errors, verbs, patterns problematic GJT. When characterizing contrasting them judgments opinions, found that did not overcome frequent they failed correct same types GJT applied one year later. Students weaknesses since contents considered challenging learn coincide those which perform worst test. Finally, suggest alternative feedback strategies, including peer monitoring, make correction process reflective.