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This research was conducted to investigate the error types committed by Chinese L2 writers and the effect of the non-systematic factors on their writing，which intends to find the possible reasons to cause such errors．The respondents are divided into three groups according to their writing proficiency．This research also aims to shed light on the roles that different proficiency groups utilize different strategies to meet the demand of making errors．This study also examines the linguistic challenges that three groups encounter when they compose English．With the literature we have reviewed before taking writing，the writing situation in China has been presented．This study is based on the theories of error analysis，interlanguage and motivation．With the final exam compositions as the samples，this study can explore further on the relationship between errors and interlanguage and the other factors influencing the writing proficiency．
The primary objective of the study is to explore：① the numbers and the patterns of errors in Chinese L2 learners’writing；② the correlation between Chinese L2 learners’writing errors and their writing proficiency；③ to what extent linguistic factors（interlingual or intralingual transfer）are responsible for Chinese L2 learners’writing errors；④ the relationship between Chinese L2 learners’writing errors and writing motivation，writing attitudes and writing behavior；and⑤ any other particular variables that can affect Chinese L2 learners’writing errors．Generally，the present study has employed multiple research techniques to provide a holistic and comprehensive view of EA，IL and writing attitudes in the EFL context．
This research is significant for learners to take English as FL and particularly for Chinese learners of English for several reasons．First，this study investigated in depth on the error types and their possible reasons in L2 writing．It demonstrates the process of analyzing errors and linguistic and non-linguistic factors which affect Chinese L2 writing．To the best of my knowledge，few studies conduct their research in the different groups for a long time while most of them investigate the same group in a short period of time．Previous studies（Jung，2013；Liu＆ Wang，2022；Zafar，2016）in the field either examined the application of error analysis in L2 writing or the interlanguage（Ellis，1985；Han＆Tarone et al．，2014）or the relationship between interlanguage and L2 writing（Yan＆ Kang，2021）．Those studies only attempted to examine the phenomenon of writing errors，or tried to find out the possible causes of committing errors，or the relationship between the two elements．The results of focusing on one aspect cannot provide a full view of such issues．Therefore，in order to compensate the above issues，this research would not only examine the writing errors in Chinese L2 writing，but also explore the possible reasons committing to these writing errors．
Besides，this study deepens our understanding of the role played by error analysis，interlanguage，and writing attitudes in EFL writing through a full and deep exploration of Chinese university students writing．The project also develops from the theory part into practical part，which is from abstract to concrete．From the angle of theory，this study enriched the content and the view to empirical research of college English writing．Moreover，through the literature of the relevant researches，it was found that many studies focused on English writing rather than the relationship between error analysis and L2 writing．Secondly，this experimental study provides a mixed method，that is，a combination of descriptive analysis，questionnaire and semi-structured interview．From the perspective of practical meaning，firstly，it helps teachers understand the difficulties and requirements of students，make clear of puzzles and confusions of students to arouse their interest in L2 writing．Secondly，teachers can see clearly the error types committed by students and adjust their teaching strategies．Thirdly，this study provides the results of horizontal experiment of the participants，and reveal the regulation of main errors，which can provide the experiences for Chinese L2 writing．Finally，this current research is expected to provide the effective information to a holistic understanding of how linguistic，behavioral，environmental and psychological factors influence the L2 writing in Chinese context．
However，when conducting this research，there are some challenges encountered from the selecting participants to the semi-structured part．Selecting the samples or participants is the first and foremost step in the experiment because the scientificity of samples decides the rationality of the results．The relevant data is about 32，000，from which the samples should be selected．This is a big challenge for me at the beginning of the experiment．Even though I have learned the ways to select samples in SLA，which method is most suitable for this research is my concern．Random selection is easy to carry out but the samples are not representative，while the stratified selection is more rational but with complex procedure to select samples．With the help of my supervisor，the guidance of SLA books，and the relevant references，three proficiency groups were decided in this research．However，how to define the proficiency groups is another challenge I met．I reviewed lots of research papers and books，in which some experiments selected the same number of group members because it is easy to compare the results，but some others selected samples with different numbers in each group according to the normal distribution．After assessing the results of other experiment，I think the normal distribution possesses the statistical meanings．Therefore，the number in each group was decided．
Another challenge for me is how to collect the questionnaires of the participants．The time I began to conduct the experiment is when I was in Busan，but the participants were in China．I had to ask my colleagues to inform their related students to answer the questions online．Fortunately，nowadays，there are many online questionnaire tools，which solve the problem of distance．With the help of my colleagues，the questionnaire are selected and input into the statistical software．
The following challenge for me is to import questionnaires into SPSS and get the useful information for my study．Actually，I seldom used SPSS before I conducted my research for I never wrote the papers on teaching experiments．Therefore，I read some books and watched lots of video clips to make clear of some conceptions and the meaning of them．
The last challenge in teaching experiment is the semi-structured part，because this study examines the opinion of teachers and students．Therefore，how to let teachers and students talk what they know is the key section．Most students can get into the point while others cannot express their real feeling．Moreover，I should listen to the recordings and transcribe them into passages for a number of times so that I could explain how errors came about．This task was really demanding and time consuming，but it was very important to obtain the accurate and reliable data．
Definitely，conducting an experiment is a process full of challenges，but from which the acquisition for SLA can be clearer than before with a series of data and results．Challenges can become the driver to develop．