An Error Analysis on the Usage of Cohesive Devices in the English Written Compositions of Alternative Learning System (Als) Learners

This qualitative research aimed to identify errors in the usage of cohesive devices in the English written compositions of Alternative Learning System (ALS) learners. Employing Corder's (1974) Error Analysis framework, the study identified error types and frequencies in compositions collected from three Tagum City secondary schools offering ALS programs. A comprehensive error analysis of the ALS learners' English written compositions revealed 126 errors concerning the usage of cohesive devices. The study finds selection errors (48 instances) most prevalent, indicating misuse of cohesive devices that do not accurately convey intended meaning or context. Learners also commit omission errors (30 instances), failing to use cohesive devices that are vital for linking ideas, and addition errors (26 instances), employing unnecessary or incorrect devices that disrupt sentence structure. Less frequent ordering errors (14 instances) involve misplaced devices leading to misinterpretations. These findings highlight the difficulty ALS learners face in using cohesive devices effectively to connect ideas within intended meaning and grammatical context of their written compositions. They underscore the critical need for targeted instructional strategies to address these challenges, aiming to enhance learners' knowledge and skills in utilizing cohesive devices. By mastering their use and application in writing, learners can improve the coherence, cohesion, and overall competence of their written English, ultimately enhancing their writing skills and language proficiency.