Second language production, and proficiency are measured based on the Complexity, Accuracy, and Fluency dimensions. During their learning process, learners master the multicomponent dimensions also known as the CAF construct. Second language learners often master one component at a time and prior research on the present demography has been minimal. Hence, the present research looks at language accuracy among Malaysian English as a second language (ESL) learners’ written language. The population chosen for this study is tertiary level students who have undergone formal English language classes in schools for 11 years. In the present setting, they are undergoing prerequisite English classes in the local university that they attend. Following six weeks of classes where learners revise the grammatical and writing aspects of the lesson, they then complete a writing task which is then analyzed for errors and language accuracy. Six major areas are identified as inaccuracy in learners’ language production. 20 writing tasks are analyzed through error analysis, and this process reveals that learners’ accuracies are apparent in their vocabulary, first language/mother tongue interference, sentence structure, subject-verb agreement, tenses and word form. Ten out the total 20 documents contained severe accuracy errors that affect coherence, comprehension and maturity in the written product. Learners who struggle with accuracy often have unsuitable, long-winded and/or incorrect products be it in listening, speaking, reading, or in the present study’s scenario, writing. Further research in the CAF construct is encouraged especially among the same demography to address the issue of poor language mastery and proficiency.
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In-Text Citation: (Raslee et al., 2022)
To Cite this Article: Raslee, N. N., Zaidi, A., Hanafi, M., Iksan, H., Awaluddin, F. A., & Kamarudin, S. (2022). Malaysian Second Language Learners’ Linguistic Accuracy in Writing. International Journal of Academic Research in Business and Social Sciences, 12(10), 1292 – 1305.
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