Basic Level English Teachers’ Attitudes Towards Errors in Students’ Writing in Kaski District

Abstract

This study examines the attitudes of basic level English teachers in Kaski district towards errors in students’ writing essays, by exploring whether these errors are perceived as beneficial for learning or as obstacles to academic progress. For this survey research design, structured questionnaire was administered with 40 teachers to gather insights into their perspectives on errors across three main areas: the symbolic significance of errors, their perceived educational benefits, and concerns about potential drawbacks. Findings reveal that a significant majority of teachers (87.5%) view errors as symbols of success, emphasizing their role in the learning process. This perspective resonates with literature emphasizing error tolerance and student growth. Most teachers (80%) recognize errors as opportunities to enhance critical thinking and problem-solving skills, while opinions vary regarding the enjoyment of errors (37.5%) and their role in fostering student responsibility (42.5%). Divergent views emerge regarding errors as hindrances to learning (22.5% agreeing), the necessity of error avoidance (50% agreeing), and the immediate correction of errors (22.5% agreeing), reflecting cultural and pedagogical differences among educators. These findings underscore the complexity in teachers' perceptions of error management and highlight the need for balanced approaches that promote resilience and deeper engagement with learning content. The study concludes by advocating for supportive learning environments in which errors are viewed as valuable opportunities for growth rather than shortcomings. Such environments encourage skill development and foster critical thinking in English writing, ultimately contributing to a more holistic and effective approach to language education.