چكيده
Errors are not separated from learning the target or the new language; on the contrary, errors are a positive and essential part of language learning. This study aimed to investigate the students' misinformation errors in writing, especially in writing descriptive text. The design of the study was descriptive and explanatory. The participants of the study were 75 Female students at intermediate levels of language proficiency from two foreign language institutes in Najaf Abad city. The instruments of the study were Ellis’s categorization of misinformation errors and the solution placement test which was used as the homogeneity test. In data collection, the researcher has done some procedures such as reading and collecting samples of the student’s compositions, identifying their misinformation errors, giving marks to them according to their misinformation errors, giving the total number of each error, and finally writing the percentage of each misinformation error. The results of the study show that the most popular kinds of misinformation errors in Iranian EFL learners are: first, error misinformation in the use of verbs 22 errors 28.9%) second, error misinformation in the choice of words 20 errors (26.7%) third, error misinformation in the use of Singular Plural 17 errors (%22.4) forth, error misinformation in the use of to be formed, 15 errors (20.0%). Therefore, it seems that learners in intermediate level of learning English as a foreign language still have grammatical errors such as verb tense or subject-verb agreement or in the choice of correct and meaningful vocabularies and correct singular-plural and to be formed to write a complete and coherent descriptive paragraph, so the teachers should have progress in teaching grammar and vocabularies and semantic part of that target language and also the learners either should get advance in learning and practicing grammar and vocabularies of the foreign language to reduce these kinds of errors in descriptive writing.
