The Impact of Language Transfers on Learners Writing Skills in English Learning Among Students in Mahama Refugee Camp, Rwanda

Abstract

This study investigates the effects of language transfers on English learners' writing skills in the Mahama Refugee Camp, Rwanda. The Contrastive Analysis Hypothesis Theory and Inter-Language Theory form the foundation of the current research, providing guidance to achieve the study objectives. This study employed a narrative research design. The study population comprised 169 respondents, including school staff and students from named schools B, C, and D. The study drew a sample size of 152 respondents from the target population, using stratified sampling and simple random sampling techniques to ensure adequate representation of all subgroups within the population. Semi-structured interviews were conducted with school teachers, and open-ended questionnaires were designed for students to answer in essay form. The study systematically analyzed the data by coding it to identify themes and patterns, and then interpreted these themes to gain insights and understanding about the research questions. Interviews with vice principals and teachers at Mahama Refugee Camp secondary schools revealed the impact of language transfers on learners' writing skills in English learning. They identified four main challenges: direct translation, incorrect application of grammar rules, incorrect use of vocabulary, and overgeneralization of rules. Direct translation from the mother tongue into English often results in semantically ambiguous sentences because idioms and syntactic structures do not always translate directly. When learners use native English structures, such as verbs in the wrong present tense, incorrect grammar is applied. Lexical misuse involves semantic errors and cognates, where words that sound the same in two languages have different meanings, leading to confusion and incorrect usage. Overgeneralizing native language rules, such as the regular plural system, also leads to errors in English writing. In conclusion, the research at Mahama Refugee Camp secondary schools reveals that language transfer errors, such as incorrect verb tenses and subject-verb agreement, significantly challenge students' English writing proficiency. To mitigate these issues, the study suggests targeted interventions, including focused grammar instruction, contrastive analysis, error correction, and communicative practice. As a recommendation, the government should provide support for professional development programs for teachers focused on addressing language transfer errors in English language writing. Teachers should provide opportunities for students to read extensively in English to help them internalize correct language patterns.