Pacheco Plaza, Marina2024-05-202024-05-202020-06https://hdl.handle.net/20.500.14468/13236This study examines written errors in a corpus of 30 compositions produced by 15 participants. The participants are 6th Grade students of a bilingual school in the South of the Community of Madrid; 7 girls and 8 boys (aged 10-11). All of them are students of English as a second language (L2), whose first language (L1) is Spanish. This paper identifies the most important students’ written errors, presents their common sources, and analyses them thoroughly with the aim of helping the students correct their errors and avoid making mistakes. This study also aims to shed light on what is the most effective type of feedback and the language (the L1 or the L2) that should be used by the teacher when providing it. The results will provide insight into language learning because it will provide information regarding the teaching practice.eninfo:eu-repo/semantics/openAccessproyecto fin de carreraerror analysisfeedbackL2 EnglishL1 Spanisherrors