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The purpose of this paper is to detect the common errors mistakenly formed by the graduate students in creating their reference list. These errors become the basis of the library’s reference department to improve its Information Literacy Program and to collaborate with the schools in enhancing the teaching and learning of citation and referencing. This study employed citation analysis in tracking the current status and quality of the reference list. The paper analyzed 20 master’s theses submitted in an open institutional repository. Results showed that there was an increase in error in 2019 compared with those theses submitted in 2018. Most common errors were found in the retrieval of information component of the reference list such as missing place of publication and/or missing volume or issue number. This case study shows us the current work of the librarians in Kazakhstan to ensure students learn how to respect academic integrity.

This article reports on research conducted on a quasi-longitudinal corpus of learner language collected students ranging from Junior School to Post-graduate. The research investigated whether the same mistakes were being made at each level, or whether certain grammatical categories or syntactic errors diminish as the level of schooling rises. It picks up on one category, word order, which continues to be problematic for learners, even at post-graduate level. The example that illustrates this is the small adverb, also.

Lately most investigations regarding Swedish students’ level in Spanish as a foreign language indicate that there is a notable gap in their linguistic knowledge. It is possible to give various explanations to this tendency, such as the capacity of the educators or the level of motivation the students have. These explications, however, does not explain the fact that this is a problem on a national level. In order to be part of the search to find a potential solution to this issue this investigation has been made with the intention of assessing whether the students truly learn what they are being taught, by means of a modified error analysis, in which there it has also been investigated what part of the Spanish language that seems to be the most problematic to learn for the students at a Swedish upper secondary school. Last but not least this study also attempts to look into the possible influences of the first language and the gender of the learners. The error analysis that has been used consists in a test that contains twelve sentences, of which six are incorrect. All the sentences were based on constituents of the Spanish language that had already been studied in class. The students who participated in this study, all of them at the first, third and fourth level in the curriculum established by Swedish National Agency for Education, where asked to identify erroneous sentences and correct them. In this paper it has been proved that the learners, in fact, have failed to learn a considerable part of what they have been taught. It has also been established that neither gender nor native language can be considered relevant factors in the students’ learning ability. As for the most difficult part in the Spanish language it has not been possible to identify a generalizable result, but a few errors that can be found in more than one of the investigated groups, and therefore point out vital problems in the acquisition-process, has been identified. In conclusion, this paper