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Abstract
This study aims to identify the orthographic features that present particular difficulties to English L1-KFL learners, to classify them in terms of their type, frequency and pattern. The study has 1) quantified and documented spelling errors from data sources; 2) stated the frequency of each type of error by a quantitative method; 3) linguistically classified errors by types and patterns; and 4) attempted to interpret descriptive statistical results and explain possible causes for some main errors.