MORPHOLOGICAL ERRORS IN SENIOR SECONDARY SCHOOL STUDENTS' ESSAY WRITING IN ILESA WEST LOCAL GOVERNMENT AREA OF OSUN STATE

ABSTRACT ​This study examines the morphological errors in essay writing among senior secondary school students in Ilesa West Local Government Area of Osun State. Through a structured questionnaire distributed to 100 respondents, data were collected on the types, causes, and impact of morphological errors on students’ writing proficiency. The analysis employed Chi-square to assess various research hypotheses related to the influence of indigenous language structures, instructional methods, and socioeconomic background on students' writing skills. The findings indicate that morphological errors such as incorrect pluralization, verb tense misuse, and improper use of affixes are prevalent among students. The results also reveal that linguistic interference from indigenous languages, inadequate instructional materials, and limited access to educational resources significantly contribute to these errors. In light of the findings, the study recommends targeted teacher training programs focusing on morphological instruction, the incorporation of technology-assisted learning tools for error detection, and improved access to learning resources to enhance students' writing skills. The study concludes that several factors significantly hinder students' ability to write error-free essays, including ineffective teaching methods, lack of explicit morphological instruction, and socioeconomic constraints affecting students' exposure to English language learning. Addressing these challenges through comprehensive interventions can improve students' essay writing proficiency and overall language competence.