Abstract

Errors are significant in the teaching/learning process of ESL learners, especially in the sense there is a hidden competition between the mother tongue and the target language. The role of error analysis cannot therefore be overemphasized. Proper error analysis may subsequently determine the educational outcomes of ESL learners since the identification of trouble spots that exist between the learners’ mother tongue and the target language can provide the right compass to both the ESL teachers and their learners. When learners’ academic achievement is poor, blame is always laid at the door of the teachers before any other factors are considered. The purpose of this study was to investigate the sources, the nature and the amount of errors made by Kalenjin secondary school final year ESL learners in their English writings.