Error Patterns and Written Communicative Effectiveness among Pre-Service English Teachers

Abstract

This study explores the error patterns and written communicative effectiveness of 3rd-year BSEd English pre-service teachers at Sibonga Community College during the academic year 2025–2026 as a basis for proposed enhanced instructional intervention in essay writing. Using a multi-phase mixed-methods design and AI assisted validation, the research identified and categorized grammatical errors in student essays, examined their impact on clarity, coherence, and accuracy and implemented a one-month instructional intervention. Findings revealed that errors—primarily in grammar, mechanics, clarity, and coherence—were shaped by linguistic, cognitive, affective, institutional, and socio-cultural factors. Results showed modest reductions in errors, slight gains in clarity and coherence, and increased confidence in writing after the intervention. These outcomes affirm that students’ errors are not isolated mistakes but reflections of deeper challenges in language proficiency, cognitive processing, emotional resilience, institutional support, and cultural context. The one-month intervention demonstrated effectiveness in reducing errors and fostering confidence, proving that systematic and compassionate teaching strategies can transform essay writing into a skill of empowerment. Sustained implementation over longer periods is expected to yield greater improvements in communicative competence. It is recommended that future interventions extend beyond one month to allow for more substantial progress in grammar and discourse competence. Writing instruction should integrate reflective practices, such as journals and peer editing, to build metacognitive awareness and foster collaborative learning. Institutions should strengthen feedback mechanisms and provide consistent opportunities for practice across subjects to normalize technical writing. Additionally, socio-cultural factors such as limited exposure to authentic English texts should be addressed by promoting reading habits and integrating writing tasks across the curriculum. By embedding essay writing instruction in broader academic and cultural contexts, pre-service teachers can develop stronger communicative competence and be better prepared to model effective writing in their future classrooms.