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Textual Essays of Grade 10 Students: Morphological Error Analysis as Basis for Academic Intervention
Subject area: Arts, Social Sciences and Humanities · Area of research: Language, Linguistics, Education
Abstract
This basic research focuses on morphological error analysis of students? English reflective essays. Specifically, it determines the following: (1) the kinds and features of students? morphological errors (2) the most and least committed morphological errors and (3) the instructional intervention program to improve students? morphological competence. The study has involved students of Salcedo National High School with about 67 total research corpus (textual reflective essays) of Grade 10 students. The study employed a predetermined reading selection with questions to guide them in writing reflective essays which served as corpus of the morphological error analysis done by the researcher. In the analysis of data, the study used the three main theories of Corder which served as guide in the analysis of data: (1) Identification of errors (2) Description of Errors and (3) Evaluation of Errors. It was revealed through this study that the subject of Grade 10 students? reflective essays is unrequited love, one-side love affair, a love that is meant to be but not meant to last and a love that is willing to face against all odds. Based on the findings of the study, it was concluded that students manifest low or limited morphological competence in the ?third person singular inflection? as the most committed error while the least committed morphological errors are ?progressive inflection? ?noun affix derivation?, ?verb affix derivation? and ?superlative inflection?. The output of morphological error analysis will be an instructional intervention program which was made to address the morphological difficulty of the Grade 10 students. It is recommended for English teachers to adopt this academic intervention to diagnose the students? morphological level and give more instructional contents to improve the learners? morphological competence. Teachers may also undertake other potential areas for research in improving grammatical competence for further enhancement of students? language proficiency.
Keywords
Textual Essays, Grade 10 Students, Morphological Error Analysis, Academic Intervention
References
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How to cite this paper
@article{1711467,
author = {Emalyn O. Caadan},
title = {Textual Essays of Grade 10 Students: Morphological Error Analysis as Basis for Academic Intervention},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {4},
pages = {1840-1845},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1711467.pdf},
abstract = {This basic research focuses on morphological error analysis of students? English reflective essays. Specifically, it determines the following: (1) the kinds and features of students? morphological errors (2) the most and least committed morphological errors and (3) the instructional intervention program to improve students? morphological competence. The study has involved students of Salcedo National High School with about 67 total research corpus (textual reflective essays) of Grade 10 students. The study employed a predetermined reading selection with questions to guide them in writing reflective essays which served as corpus of the morphological error analysis done by the researcher. In the analysis of data, the study used the three main theories of Corder which served as guide in the analysis of data: (1) Identification of errors (2) Description of Errors and (3) Evaluation of Errors. It was revealed through this study that the subject of Grade 10 students? reflective essays is unrequited love, one-side love affair, a love that is meant to be but not meant to last and a love that is willing to face against all odds. Based on the findings of the study, it was concluded that students manifest low or limited morphological competence in the ?third person singular inflection? as the most committed error while the least committed morphological errors are ?progressive inflection? ?noun affix derivation?, ?verb affix derivation? and ?superlative inflection?. The output of morphological error analysis will be an instructional intervention program which was made to address the morphological difficulty of the Grade 10 students. It is recommended for English teachers to adopt this academic intervention to diagnose the students? morphological level and give more instructional contents to improve the learners? morphological competence. Teachers may also undertake other potential areas for research in improving grammatical competence for further enhancement of students? language proficiency.},
keywords = {Textual Essays, Grade 10 Students, Morphological Error Analysis, Academic Intervention},
month = {October},
}