AN ANALYSIS OF THE PUNCTUATION ERRORS IN WRITING AMONG ESL LEARNERS IN THE SRI LANKAN CONTEXT

Punctuation is not only essential aspect of writing but also reading. As incorrect punctuation can alter the meaning, ESL/EFL learners often encounter significant difficulties in using appropriate punctuation in their writing. This issue is evident among grade 11 students of the study region, who frequently make errors in basic punctuation. This study seeks to identify common punctuation errors, explore the reasons behind these difficulties, and propose effective remedies and recommendations. The research employed a mixed-methods approach, combining quantitative and qualitative methods. A sample of 35 students was selected from a population of 85 using simple random sampling. Data were collected using a punctuation test, classroom observations, and interviews. Quantitative data provided insights into the types and frequency of errors, while qualitative data explored students' perspectives and challenges. Findings revealed that students struggle with punctuation marks such as commas, apostrophes, and quotation marks due to confusion about their placement and limited understanding of the rules. Observations during classroom teaching revealed a lack of foundational knowledge of punctuation, with similar challenges across ESL learners in Sri Lanka, including advanced learners. Traditional methods focused on memorizing rules were inadequate, while interactive, activity-based learning and contextual examples were more effective. The study recommends incorporating interactive activities, contextual examples, and regular practice into the curriculum, along with encouraging writing beyond the classroom and offering constructive feedback, to improve students' punctuation proficiency and overall writing skills.