Investigating University Teachers' Attitudes Towards the Integration of Error Analysis in Writing Skill During Teaching English as a Foreign Language. Case Study: Departments of English language, University of Bouira and Msila.

Abstract

This study explores university teachers’ attitudes towards integrating error analysis (EA) in English as a Foreign Language (EFL) writing instruction, focusing on the Departments of English at the University of Msila and the University of Bouira in Algeria. With the use of a mixed-methods approach and a case study method, data were collected through a structured questionnaire completed by 14 EFL teachers. The research aims to investigate teachers' understanding of EA, the challenges they face when applying it in writing classes, and the strategies they employ to overcome those challenges. Findings suggest that most teachers possess a strong understanding of EA and hold positive attitudes toward its integration in the classroom. Despite these positive attitudes, teachers face remarkable obstacles, such as time constraints, large class sizes, and student resistance. Nevertheless, they adopt corrective strategies like peer feedback, individualized instruction, and explicit error correction. The study offers practical recommendations to enhance EA application in Algerian university classrooms.