RED MARKS, CLARITY IN MIND: TEACHERS' EXPERIENCES IN USING ERROR ANALYSIS AS A STRATEGY IN TEACHING ESSAY WRITING

Education

This study aimed to explore the experiences of Senior High School teachers in the Asuncion District in using error analysis as a strategy for teaching essay writing through a qualitative research design involving interviews and content analysis. Findings showed that teachers applied various strategies such as rubric-based assessment, correction of common errors, essay revision, and the use of clear explanations and examples. However, they faced several challenges, including limited time, insufficient instructional materials, lack of training, and large class sizes, which made thorough writing assessment difficult. Teachers also encountered difficulties in identifying deeper grammatical issues, analyzing the causes of students’ errors, and providing detailed feedback. Despite these challenges, they recognized error analysis as effective in improving students’ writing skills, increasing awareness of mistakes, and supporting differentiated and remedial instruction. To cope, they used strategies such as time management, focused marking, coding systems, peer editing, and collaboration with colleagues. Overall, the study highlights the need for stronger training programs, institutional support, and clear guidelines to enhance the implementation of error analysis in essay writing instruction, particularly in rural public schools.

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