Academic Document Report Writing Errors of Teachers at Lidlidda National High School: A Corpus Study

The purpose of this study was to analyze a corpus of academic document reports that were written by teachers at Lidlidda National High School. Mixed method of qualitative and quantitative approached has been used to provide insights into the writing errors such as substitution, omission, addition, mechanics and permutations. The corpus of the study was selected submitted schools’ academic documents of the teachers such as narrative reports, documentation reports, anecdotal / incidental reports, minutes of the meetings, action plans, accomplishment reports among others. This study revealed significant results on the frequency of errors committed by teachers which focused on five category of writing errors which includes error counts on substitution which reflects 32.34% with the highest number of problematic errors equivalent to 76 error counts made by teachers, also the faults mechanics, which has 58 error counts (24.68%), and the least problematic categories are addition with an error count of 45 (17.37%); omission had 39 mistake counts (13.99%) and permutation had 17 error counts (7.23%). Committing errors in writing is common based on the literature, especially for teachers whose L1 is not English, for those whose English is not their field of specialization, and those who’s medium of instruction is not English. Therefore, this suggests for future studies on a wider scope of study to provide a more concise assessment on the writing errors of the teachers with significance in areas of planning, reviewing and value for educators and administrators at the same time.