Decoding the Challenges: A Study of English Writing Errors Among EFL Students

Abstract

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

“…Both teachers and students partly contributed to this issue. In this case, students perceived the difficulties of the course book, proficiency level, and diversity of interests (Thang et al, 2012), English simple past (Chan, 2018), and sociocultural factors such as learning communicative motivation, bad grammar, and verb tense (Isma et al, 2023;Shin, 2008), in contrast to teachers' perspectives on the lack of teacher experience in online teaching (Taghizadeh & Basirat, 2022), linguistic factors, and supportive resources as socio-ecological factors (Shestunova, 2022).…”