Investigating Writing Errors In Punjabi: Implications For Language Teaching And Learning

This study investigates writing errors in Punjabi language among students and explores their implications for language teaching and learning. The objective was to identify common types of writing errors and evaluate the effectiveness of targeted instruction in reducing these errors. A pre-test and post-test design was employed with a sample of students, and the data were analyzed using a t-test to determine whether significant improvement occurred following the intervention. The computed t-value was 1.69, which is not significant at the 0.05 level of confidence. Hence, the hypothesis—“There exists a significant difference in pre-test and post-test scores of students”—was accepted. The results suggest that the phonetics-based or error-focused instructional approach used in this study did not lead to a statistically significant improvement in students' writing skills in Punjabi. This highlights the need for more intensive or varied instructional strategies to effectively address persistent writing errors in Punjabi.