A gender-based analysis of Iranian EFL learners' types of written errors

Committing errors is inevitable in process of language acquisition and learning. Analysis of learners' errors from different perspectives, contributes to the improvement of language learning and teaching. Although the issue of gender differences has received considerable attention in the context of second or foreign language learning and teaching, few studies on the relationship between gender and EFL learners' written errors have been carried out. The present study conducted on 100 Iranian advanced EFL learners' written errors (50 male learners and 50 female learners), presents different classifications and subdivisions of errors, and carries out an analysis on these errors. Detecting the most committed errors in each classification, findings reveal significant differences between error frequencies of the two male and female groups (more error frequency in female written productions).