Being a competent writer is an important skill in academic education. However, second language (L2) writers often struggle to be linguistically and lexically competent. This project explored the most frequent linguistic writing errors made by 343 English as a second language (ESL) students when Dynamic Written Corrective Feedback (WCF) was applied as an instructional methodology. These errors were also classified by language groups based on the students' first language (L1). These students were enrolled in an intensive English program at the English Language Center (ELC), Brigham Young University. The first languages of these students were Spanish, Korean, Portuguese, Chinese, Japanese, and Russian. The students' writing samples were collected to compile the most frequent linguistic error types. The results of this project show that the most frequent linguistic errors for ESL students are spelling, word choice, determiner, preposition, singular/plural, and word form. Among these errors, spelling and word choice were the most common errors for all ESL students no matter their L1. The principal aim of this project was to take the data collected in the error analysis and create a booklet to be used as a reference guide to frequent ESL linguistic writing errors. With this booklet, teachers should be more aware of frequent errors to better assist their students since this could help them anticipate some of the linguistic difficulties that L2 learners may encounter. This booklet could also help L2 learners attain writing linguistic competence.

This study evaluated the efficacy of Dynamic Written Corrective Feedback (DWCF) on advanced students' writing accuracy of Spanish. This method focuses on manageable, meaningful, timely and constant feedback. Previously, DWCF was studied in the context of English as a second language. The current study investigated the efficacy of DWCF in the context of students who were enrolled in an advanced Spanish grammar class at the university level. A comparative study was conducted measuring students' writing accuracy who received the DWCF against students' writing accuracy who did not receive this feedback methodology. Results showed that there was not a significant difference in writing accuracy between these two groups of students. However, both groups improved their writing accuracy over time. This study also provided a list of the most frequent writing errors made by 28 students in an advanced Spanish class. The results show that the most frequent linguistic errors for learners of Spanish are accent marks, prepositions, gender and number, punctuation, and word choice.