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ABSTRACT
This research work examined tense errors students commit in written English essays: a case study of Orodje Secondary School in Sapele, Delta State. This research was done in order to find out the tense errors students of Orodje secondary school commit in their written essays, the causes of these tense errors and ways of minimizing them for the student’s better performance in written English essays. For this research, the method employed is survey research design with qualitative paradigm. Data for the study was collected from the students written essays as well as oral interviews. Data collected was analyzed descriptively. The theoretical framework used for this study is based on error analysis theory which holds the view that errors are important and are in themselves. The findings of the study reveal that students commit errors in simple present tense past tense and future tense. This research work identified some causes of these problems which include the wholesale promotion of students irrespective of performance, students’ inability to match perfectives, differentiate between a tense and an aspect and teachers inability to use appropriate method to teach tense contributed to students’ poor performance in their written essays. It also suggested some strategies to those problems which include the communicative approach to language teaching, use of language games, process writing and students centered activities among others will help improve students’ composition writing skills in the classroom.
