Diagnosing Systematic Error in Myanmar EFL Writing: The Interplay of Burmese Linguistic Transfer and Examination-Driven Pedagogy

Abstract

This study investigates error patterns in L2 writing among high school students in Myanmar, where English is compulsory but proficiency remains limited. Drawing on Error Analysis (Corder, 1981) and Interlanguage Theory (Selinker, 1972), the research examines 200 test papers comprising grammar exercises, reading comprehension tasks, and essays. Results show systematic grammatical and writing errors, particularly in the use of articles, tense formation, spelling, and sentence structure. Only 15% of students used the indefinite article ‘an’ correctly, and 74% failed to apply the past-perfect tense appropriately. Writing samples revealed over 700 spelling errors and more than 2,000 syntactic errors, such as incoherent clause sequencing. These patterns are largely attributed to Burmese language interference, which lacks articles and tense markers, and to exam-oriented pedagogy emphasizing rote memorization over communicative competence. The findings highlight the need to integrate error analysis into English pedagogy in Myanmar, with implications for targeted grammar instruction, writing intensive curricula, and teacher training in error correction. By recognizing learner errors as evidence of developing interlanguage systems, this study contributes to a deeper understanding of L2 acquisition and underscores the urgency of rethinking English writing instruction in Myanmar.