Analysis Of Grammatical Errors In English Writing Made By EFL Students

ANALYSIS OF GRAMMATICAL ERRORS IN
ENGLISH WRITING MADE BY EFL STUDENTS
By
MOH. HUSSAIN AKBARY
A MONOGRAPH
Submitted in partial fulfillment of the requirements for the degree
BACHELOR OF ARTS
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
Balkh University
Mazar-e-Sharif, Balkh
2017
Approved by:
Assist Prof. Sayed Ali Reza Ahmadi

Copyright
MOH. HUSSAIN AKBARY
2017 OCTOBER

Abstract
Considering the importance of grammatical knowledge in the writing process, this research
aims at describing the grammatical errors that committed by junior and senior students of
English Department at Balkh University. The research study is classified into qualitative and
quantitative study. The data were collected from thirty English texts written by students which
contained six familiar topics. Students were supposed to write a 250-300 essay/paragraph about
the given topics. In addition, the researcher had taken the permission of instructor and he left
students for 50 minutes to write. The key instrument used in this research is the researcher and
students’ written works. For identifying common errors, students’ writings were analyzed with
the help of checklists in order to classify different types of errors made by the respondents. The
results of the study revealed that most common and frequent error made by the students were
79 places of word choice errors, 48 places of subject-verb agreement errors, 46 places of
preposition errors, 35 places of verb tense and form errors, 31 plurality errors, 28 sentence
sprawl errors, 23 run-on errors, 15 article errors, 14 to be verb errors, and 13 word order errors.
Based on these findings, teachers are suggested to raise students’ awareness on these errors and
provide sufficient remedies to prevent students from internalizing such errors.
Keywords: errors, frequent, analysis, word, verb, article, plurality, written papers, preposition.

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Table of Contents
List of Tables .................................................................................................................................iii
Acknowledgements........................................................................................................................ iv
Chapter 1- Introduction................................................................................................................... 1
1.1 Research Questions............................................................................................................... 3
1.2 Research Objectives.............................................................................................................. 3
1.3 Research Hypothesis............................................................................................................. 3
1.4 Research Limitation.............................................................................................................. 3
1.5 Research Tools...................................................................................................................... 4
Chapter 2 - Literature Review......................................................................................................... 5
2.1 Error Analysis....................................................................................................................... 5
2.2 Grammatical Errors............................................................................................................... 6
2.2.1 Distinction between Error and Mistake ......................................................................... 6
2.3 Causes and Sources of Errors ............................................................................................... 7
2.4 Types of Errors ..................................................................................................................... 8
2.4.1 Interlingual Errors.......................................................................................................... 8
2.4.2 Intralingual and developmental Errors........................................................................... 8
2.5 Second Language Acquisition .............................................................................................. 9
2.5.1 Acquisition-Learning hypothesis................................................................................. 10
2.5.2 Monitor hypothesis ...................................................................................................... 10
2.5. 3Natural Order hypothesis ............................................................................................. 10
2.5.4 Input hypothesis........................................................................................................... 10
2.5.5 Affective Filter hypothesis........................................................................................... 10
2.4 Significance of Errors ......................................................................................................... 11
2.4 Models for Error Analysis and Pervious Researches.......................................................... 12
Chapter 3- Research Methodology ............................................................................................... 15
3.1 Participants.......................................................................................................................... 15
3.2 Data Collection ................................................................................................................... 15

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3.3 Data Analysis...................................................................................................................... 15
Chapter 4 – Finding and Discussion............................................................................................. 17
4.1 Findings .............................................................................................................................. 17
4.2 Discussion........................................................................................................................... 24
Chapter 5 – Conclusion and Recommendations........................................................................... 26
5.1 Conclusion .......................................................................................................................... 26
5.2 Recommendations............................................................................................................... 28
5.2.1 The English Teachers................................................................................................... 29
5.2.2 The English learners .................................................................................................... 29
5.23 To Further Researchers................................................................................................. 29
References..................................................................................................................................... 30
Appendix A_ Informed Consent Form ......................................................................................... 32
Appendix B_ Paper for Students’ Essays/Paragraphs .................................................................. 33

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List of Tables
Table 4. 1 Analysis of Errors Produced by Senior and Junior Students....................................... 17
Table 4. 2 Inappropriate Usage of Vocabulary............................................................................. 18
Table 4. 3 Subject-Verb-Agreement............................................................................................. 19
Table 4. 4 Preposition ................................................................................................................... 19
Table 4. 5 Verb Tense and Form .................................................................................................. 20
Table 4. 6 Plurality........................................................................................................................ 21
Table 4. 7 Sentence Sprawl........................................................................................................... 21
Table 4. 8 Run- On........................................................................................................................ 22
Table 4. 9 Article .......................................................................................................................... 22
Table 4. 10 The Verb “To Be”...................................................................................................... 23
Table 4. 11 Word Order................................................................................................................ 23

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Acknowledgements
I would like to express my gratitude to my extraordinary instructor Professor Ali Reza
Ahmadi, thank you for teaching me what I know about research and mentoring me. You inspired
me to pursue this topic and gave me the confidence and tools I needed to do it. Without your
direction and constant encouragement I would not have learned so much and would not have
been able to complete this research project. I appreciate your talent and patient, you have always
been a great inspiration for me, and your speeches and thoughts always motivates me to achieve
my goals.
In addition, I want to thank the person who never gets tired of helping others, and she is
my sharp-witted instructor Enjeelah Sultanzada. Thank you for incorporating your knowledge
and experience into our lessons. Your constant help and support extremely contributed to
supplementation of our needs.

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Chapter 1- Introduction
This research article aims to figure out the grammatical mistakes in writing committed by
students in English Department of Balkh University. Senior and junior students are studying
English grammar since 4th
grade of school. Therefore, they have been struggling with grammar
since fourteen years. Diffidently, it’s extremely long time, and a person in fourteen years can be
master in any language, but still most of students in English Department have difficulties in
grammar. They usually make grammatical mistakes in writing which is not preferable for a
senior or junior student, and these problems should be figure out.
These tremendous problems of students motivated the researcher to conduct research a
research regarding this problem. First, the researcher tried to find out the types of mistakes that
senior and junior students in English Department of Balkh University usually make in their
writing. Next, the researcher has reviewed other researches on this problem, and he toke the
experiment strategies that they used on their researches. After that, the researcher collected the
data via those data collection method. It was immensely significant for researcher to use the most
reliable and proper method for collecting data.
The researcher has reviewed the researches which were conducted by English
Department scholars and ex-students. He didn’t found any research regarding this significant
problem. Therefore, the researcher found this problem immensely significant and decided to
incorporate internationalize researches into this research in order to find out the most appropriate
solutions and suggestions for students. As Alfiyani (2013) asserted that, English Education
students are prepared to be English teachers, they should have a good competence in all language

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skills in order to be good English teachers. They should not only become good listeners and
speakers, but also good readers and writers
Moreover, it was found in many prior research papers that writing is one of main
obstacles that ESL and EFL students encounter. There are many factors that influence foreign
language acquisition. These include environment, age, motivation teacher, learners’ attitude, or
parents’ attitude. Hourani (2008), states that grammatical problems, both errors in word order
and sentence construction, were usually found in the written works of students. Similar to those
of students in Malaysia, syntactic errors such as connecting words and sentence structures were
often countered.
One cause of ungrammatical writing is the native language or mother tongue interference.
Mother tongue interference occurred in when second language learners use the only previous
language’s system which occurred in their brain to apply with target language. Learners may
make errors because they assume that the target language their native language are similar which
is fact different. Therefore, investigation of type of error in English writing and the influence
from other tongue or native language will be beneficial for leaners. Hourani (2008), he found
that mother tongue interference is the cause of the errors found in her study. The frequency of
word-by word translation error is high.

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1.1 Research Questions
Though the research was experimental, the researcher tried to find out answers for the
following questions.
1. What are the common errors made by junior and senior students on written production
English?
2. What are the frequency and features of errors found in students’ works?
3. What are sources of errors?
1.2 Research Objectives
The primary concern of this study is to explore the kinds of errors made by junior and
senior EFL learners at English Department of Balkh University in their written work. More
specifically, the study seeks answer to the following question: What are the most common errors
that students commit in their written essays/paragraphs.
1.3 Research Hypothesis
The researcher believes that students in Department of Balkh University have mistakes in
grammar. In addition, it seems that students’ first language immensely affects students’ grammar
knowledge, and it causes their inability to use SL appropriately.
1.4 Research Limitation
The data will be analyzed by focusing on frequency and features of 10 major types of
errors (word choice, subject-verb agreement, preposition, verb tense and form, plurality, sentence

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sprawl, run-on, article, to be verb and word order) found in 30 written works of junior and senior
students in English Department of Balkh University.
1.5 Research Tools
The tools which have been used in this research are as following:
1. Essays and paragraphs of students
2. Printer
3. Word software
4. Excel software
5. Adobe Acrobat
6. Internet

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Chapter 2 - Literature Review
2.1 Error Analysis
Error analysis is one of the most influential theories of second language acquisition. I t is
concerned with the analysis of the errors committed by L2 learners by comparing the learners’
norms with the target language norms and explaining the identified errors (Hassan & Sawalmeh,
2013). For Iamsu (2014), error analysis in language teaching and learning is the study of the
unacceptable forms produced by someone learning a language, especially a foreign language.
According to a Scholar, EA refers to “the study of linguistic ignorance, the investigation of what
people do not know and how they attempt to cope with their ignorance” (Hourani, 2008, p. 39).
Definition of error analysis is given by Ridha (as cited in Hassan & Sawalmeh, 2013, p. 3),
defined “Error analysis is the process to observe, analyze and classify the deviations of the rules
of the second language and then to reveal the systems operated by learner”. As Iamsiu
explained the importance of error analysis:
The investigation of errors made by second language well-known and contemporary. Error
analysis is the study and analysis of the errors produced by second/foreign language learners, and
both at the beginning and ruing the various stages of a foreign/second language teaching program
can be useful. It can reveal both the success and the failure of the program, and benefits for
teachers to design proper materials and appropriate teaching plans (2014, p. 12)
According to Hamza (2012), error analysis is different from error correction, and error
analysis makes a scientific study of error made a group of people who share the same mother
tongue when they study a second or a foreign language. Error analysis indicates all error
produced that are common to that group of people. In addition, he suggested that students’ errors

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have positive value for teachers, student and researchers, it can give the indication for the teacher
of how far the learner has come and what he still must learn. Meanwhile, in the part of student
error is an instrument he uses to test out his hypothesis concerning the language he learns.
2.2 Grammatical Errors
Grammar is regarded as a whole system and structure of a language. It consists of syntax,
morphology, and sometimes also phonology and semantics, grammar encompasses the three
dimensions of morphosyntax (form), (meaning), and pragmatics (use). (Hsu, 2013, p. 513)
In addition, Hsu (2013), asserts that grammatical errors thus means inaccurate form, semantics
meanings, and use. L2 learners will use L2 accurately, meaningfully, and appropriately after
mastering these three dimensions, these errors belong to local errors which are linguistically
morphological, lexical, syntax, and orthographic errors, while global errors means
communicative errors which show L2 learners misinterpret conversational messages. (p. 514)
2.2.1 Distinction between Error and Mistake
According to Brown as cited in (Hsu, 2013), mistakes are categorized as non-systematic
errors out of chance circumstances, such as slips of the tongue, while errors refer to systematic
errors which often occur in second language learning.
Mistakes as a failure which learners neglect on correctly utilizing a known system and
learners can self-correct once concentrating, errors can reveal learners' insufficient competence
in producing sentences with correct grammar (Zawareh, 2012, p. 280). Learners non-
systematically make mistakes due to deficient attention on utilizing a known system and can self-
correct. By contrast, error performance, generated out of learners' systematical understanding of
the target language, can indicate a learner's linguistic competence. Error studies, therefore, play a

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necessary role to demonstrate L2 learners' learning problems and indicate the level of learners'
L2 proficiency.
2.3 Causes and Sources of Errors
A lot of causes and sources of errors have been introduced by some theorists. In the
following section the primary causes of errors will be reviewed: interlingual errors and
intralingual errors. “Interlingual errors are those which are related to the native language”
(Hongyi, Jia & Fengjie, 2016, p. 28). That is to say there are interlingual errors when the
learners’ native language habits interfere or prevent them, to some degree, from acquiring the
patterns and rules of second language (Hourani, 2008, p.11). He asserts that interference
(negative transfer) is the negative influence of the mother tongue language (MTL) on the
performance of the target language learner.
According to Richard (as cited in Hourani, 2008), intralingual errors are those due to the
language being learned, independent of the native language, they are items produced by the
learner which reflect not the structure of the mother tongue, but generalization based on partial
exposure to the target language. The learner tries to “derive the rules behind the data to which
he/she has been exposed, and may developed hypotheses that correspond neither to the mother
tongue nor to the target language” (Kamran, Majoka & Jamil, 2016, p. 53).
According to Hourani (2008), there are five sources of errors:
1. Language transfer.
2. Transfer of training.
3. Strategies of second language learning.
4. Strategies of second language communication.
5. Overgeneralization of TL linguistic material.

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2.4 Types of Errors
Errors can be classified differently according to various aspects.
According to Iamsiu (2014), errors were classified according to their causes into two
categories.
2.4.1 Interlingual Errors
Interlingual is the system in the brain that language learners attempt to use the structure
or the system of the prior language that exists in order to acquire second language. These errors
results from the mother tongue interference.
2.4.2 Intralingual and developmental Errors
These kinds of errors occurs during the learning process of the second language at a stage
when the learners have not really acquired the knowledge. In addition, errors are also caused by
the difficulty or the problem of language itself.
Iamsiu (2014) states that there are four major types or causes of intralingual errors which consist
of overgeneralization, ignorance of rule restrictions, incomplete application of rules, and false
concepts hypothesized.
2.4.2.1 Overgeneralization errors
The learners create a deviant structure on the basis of other structures in the target language.
For example, “He can sings/ we are hope”.
2.4.2.2 Ignorance of rule restrictions
The learners apply rules to the contexts where they are not applicable.
E.g. The man who I saw him.

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2.4.2.3 Incomplete application of rules
The learners fail to use a fully developed structure. I.e. a statement form may be used as a
question, one of the transformations in a series may be omitted, or a question word may simply
be added to the statement form.
E.g. Teacher: Do you read much? Student: Yes, I read much.
2.4.2.4 False hypothesis
The learners do not fully understand a distinction in the target language. For example, the
form was may be interpreted as the member of past tense and is as a member of present tense.
E.g. He is speaks French/ It was happened.
To be brief, types of errors found in second language learners of English can be
categorized into interlingual, intralingual and developmental errors.
According to Zwahreh (2012), three main errors types: interlanguage errors or
interference errors, intralingual errors, and developmental errors. Interlangauge errors refer to
“errors which are caused by the interference of the learner’s mother tongue.” Intralingual errors
refer to “errors which reflect the general characteristics of rule learning.” It can be subdivided
into three types which are: over-generalization, ignorance of rule restrictions, and incomplete
application of rules. Developmental errors refer to “errors which appear because the learners try
to build up hypotheses about the English language from his or her limited experiences of it in the
classroom or textbook.”
2.5 Second Language Acquisition
Acquisition is a natural process without linguistic forms as long as learning is a conscious
process carrying error correction and rules (Hamzah, 2013, p.66). The method of children
language learning or first language learning is not entity clear, there are some linguistics believe

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that they learn by listening and trying to communicate with adult speakers. On the other hand,
second language acquisition is more complicated. The second language acquisition theory of
Krashen (as cited in Hamza, 2013), consists of five hypotheses:
2.5.1 Acquisition-Learning hypothesis
There are two independent systems of second language performance: “the acquired system”
and “the learned system”. The acquired system or acquisition is the product of a subconscious
process very similar to the process children undergo when they acquire their first language.
2.5.2 Monitor hypothesis
The monitor hypothesis mentions that the relationship between acquisition and learning and
defines the influence of the latter on the former. The monitoring function is the practical result of
the learned grammar.
2.5. 3Natural Order hypothesis
The hypothesis explains that language learner acquired grammatical structures as a
“natural order” which is predictable.
2.5.4 Input hypothesis
The hypothesis is concerned with acquisition not learning. The learners improve and progress
by natural order when they receive second language “input” that is one step beyond the current
stage of linguistic competence.
2.5.5 Affective Filter hypothesis
There are affective variables playing a facilitative role in second language acquisition:
motivation, self-confidence and anxiety. Learners with high motivation, self-confidence, a good

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self-image, and a low level of anxiety are better equipped for success in second language
acquisition.
2.4 Significance of Errors
Many educators and theorists in the field of errors analysis have focused on the
importance of second language learners’ errors. Hourani (2008), indicated that errors are
significant in three different ways. First to the teachers, in that they tell them how far toward the
goal the learners have advanced and consequently, what remains for them to learn. Second, they
provide to the researchers evidence of how language is learnt or acquired, what strategies or
procedures the learners are employing in their discovery of the language. Thirdly, they are
indispensable to the learners themselves, because we can regard the making of errors as a device
the learners use in order to learn. Research has provided empirical evidence pointing to emphasis
on learners’ errors as an effective means of improving grammatical accuracy (Hourani, 2008 &
Hamzah, 2012). Indeed, as Jamil and Kamran (2016) notes, “knowing more about how grammar
works is to understand more about how grammar is used and misused”. There is a need for
students to recognize the significance of errors which occur in their writing, to fully grasp and
understand the nature of the errors made. This requires English language teachers to be better
equipped, more sensitive and aware of the difficulties students face with regard to grammar. In
other words, it is a way the learners have for testing their hypotheses about the nature of the
language they are learning.

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2.4 Models for Error Analysis and Pervious Researches
Corder (as cited in Hourani, 2008), identified a model for error analysis which included three
stages:
1. Data collection: Recognition of idiosyncrasy.
2. Description: Accounting for idiosyncratic dialect.
3. Explanation (the ultimate object of error analysis).
Hassan and Sawalmeh (2013), gave practical advice and provided clear examples of how to
identify and analyze learners’ errors. The initial step requires selection of a corpus of language
followed by identification of errors. The errors are then classified. The next step, after giving a
grammatical analysis of each error, demands an explanation of different types of errors.
Moreover, they identified 6 steps in conducting an error analysis:
1. Collection of data (either from a free composition by students on a given theme or from
examination answers).
2. Identification of errors (labelling with varying degree of precision depending on the
linguistic sophistication brought to bear upon the task, with respect to the exact nature of
the deviation. For example, dangling preposition, anomalous sequence of tenses, etc.).
3. Classification into error types (errors of agreement, articles, verb forms, etc.).
4. Statement of relative frequency of error types.
5. Identification of the areas of difficulty in the target language.
6. Therapy (remedial drills, lessons, etc.).
In fact, there has been little research n errors compared with the studies that have
concentrated on reading and phonology even within limited field of error analysis. Ultimately,
the use of error analysis and appropriate corrective techniques can aid effective teaching and

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learning of the English language. It is very essential in this connection to go through some
literate conducted in the field of analysis of students’ errors in writing.
In reviewing many studies written on this field it has been found out that most students
commit many different types of errors in writing English composition. A research conducted on
errors on using indefinite articles made by third secondary students. He found out that secondary
students committed nine types of errors, and their frequency computed and then compared across
the three levels. The analysis revealed that all errors, except one, are independent of the learners’
native language (Bataineh as cited in Hourani, 2008, p.19).
Zawahreh (2012), studied written English errors of tenth grade students in female and males
schools in Ajloun, Jordan. He conducted research on purpose of identifying the written errors of
English committed by the tenth grade. The sample of study consisted of 350 students which
selected randomly from group of schools in Ajloun. He asked students to write a free essay about
“A journey to ancient city of Jerash in Jordan” in a ordinary English language exercise in the
class. Then he collected and analyzed the essays depending on a table of errors adopted from
Wakkad. He found that the most predominant errors among students were errors of lack of
agreement between subject and the main verb. Second, he found that students had errors of
insertion of preposition. Third, the most predominant errors among tenth grade students within
syntax were errors of omission of the main verb.
Hamza (2012) conducted a study about the errors commuted by Jordanian secondary male
students in their learning of English passive constructions. The sample was 30 first, 30 second
and 30 third academic secondary male students. It was selected randomly from five academic
secondary government schools in the city of Irbid. The hypothesis of the study was that would be
statistically significant differences among the three levels of students with respect to the simple

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past, simple present, past prefect future and the models of passive voice. The analysis of the
study revealed that there were no statistically significant differences among the three levels of
students with respect to the errors made in pas perfect, present perfect, simple future and the
models of passive voice. The researcher insisted that the errors made by the three levels of
students to the following possible sources: First, mother tongue interference. Second,
performance. Third, ignorance of the grammatical rules of the target language and fourth
overgeneralization and global and level errors.
Jamil (2016), did his best to analyze common errors in English composition at postgraduate
level in Khyber Pakhtunkhwa. The sample of the study consisted from 243 male and female
students selected from 8 classes. The variables of the study were sex and grade. The study
answered the following two questions: a- what types of syntactic errors are predominant in the
essays of students? B- Are there and significant difference in the occurrence of the types of
syntactic error due to their sex?
The results of the study showed that the predominant errors among male students were
tense, auxiliary verbs and prepositions while the leas predominant were pronouns and concord.
The most predominant error type for female were tense, article and prepositions while the leas
predominant were subject verb agreement and concord. The researcher attributed various
syntactic errors to: mother tongue interference, overgeneralization and ignorance of rules of
usage. The researcher ended his study ended with group of recommendations such as: teachers of
English should motivate their students to write and the teachers themselves should take the
matter seriously. B- It is necessary to hold an evaluation study on curriculum to reveal its
efficiency and appropriateness to students’ needs and interests.

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Chapter 3- Research Methodology
3.1 Participants
The population of the study consisted of 30 students who were senior and junior students
of English Department at Balkh University. Participants were male and female students chosen
randomly.
3.2 Data Collection
The major source of data used to find answers to the research questions is the written
essays and paragraphs of 30 participants of the chosen classes. The topics given in the essays and
paragraphs were general but argumentative in nature. All of the 30 participants were required to
write on one of the seven following different topics: my hobby, my best friend, my favorite
teacher, my family, the things I would do if I become president, an unforgettable trip, or my
future plans for upcoming five years. They were asked to write approximately 250-300 words
within a period of one hour.
3.3 Data Analysis
First, all students’ written works were analyzed according to 10 types of errors: word
choice, subject-verb agreement, prepositions, verb tense and form, plurality, sentence sprawl,
run-on, article, to be verb and word order. The errors were marked on the students’ written works
with symbols such as sva* for subject-verb agreement, w-c* for word choice, conw* for
connecting words, wo* for word order and etc.

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Secondly, after all errors were identified, then the frequency of each type of error was
investigated. The frequency of errors was calculated and presented in percentage by using Pie
chart of Microsoft excel. After the frequency of errors was calculated, the result presented in
tubular form. The table present the number of errors and percentage.
Thirdly, the common features of each type of error found in students’ works were
investigated and described in detail and the examples of such features would be given.

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Chapter 4 – Finding and Discussion
4.1 Findings
This chapter presents the findings of the study. The frequency of each error type and
sample of each type are presented in tabular form.
Table 4.1 shows the types, number and percentages of errors committed by the
participants in their written work. In this study, 79 places of word choice errors, 48 places of
subject-verb agreement errors, 46 places of preposition errors, 35 places of verb tense and form
errors, 31 plurality errors, 28 sentence sprawl errors, 23 run-on errors, 15 article errors, 14 to be
verb errors, and 13 word order errors were found. Furthermore, these errors caused by
Interlingual and Intralingual errors; more specifically, mother tongue interference,
overgeneralization, lack of knowledge about grammatical rules and etc.
Types of Error Frequency of Errors Percentage (%)
Word Choice 79 24%
Subject-verb Agreement 48 14%
Preposition 46 14%
Verb Tense and Form 35 11%
Plurality 31 9%
Sentence Sprawl 28 8%
Run- On 23 7%
Article 15 5%
The Verb “To Be” 14 4%
Word Order 13 4%
Total 332 100%
Table 4. 1 Analysis of Errors Produced by Senior and Junior Students

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A large number of students used inappropriate vocabulary in English composition.
Vocabulary of any language is precious treasure with the help of which a learner can show his
expertise in the target language.
Error Classification Error identification Error Correction
Word Choice When I arrived their, I got the
weather hotter than Afghanistan.
When I arrived there, I got the
weather hotter than afghanistan.
My best friend is very sociality. My best friend is very social.
We met many beautiful places like
Jazerai Kesh.
We visited many beautiful places
like Jazerai Kesh.
Frequency of Error : 79
Percentage : 24%
Causes: Mother tongue interference, Intralingual
Table 4. 2 Inappropriate Usage of Vocabulary
The subject and the verb should agree in number and person. For correct composition of
English, it is necessary that subject and verb should be optimal/agree. These kinds of errors have
been found common among the participants. We cannot use the following pattern of sentences in
proper writing. For example, leaves gives us, reading give, some likes, hobbies makes, and four
seasons all this kind of wording are improper and are against the rules of writing.
Subject-verb
Agreement
She know everything about me. She knows everything about me.
At the end of the class, he say a
joke for students.
At the end of the class, he says a
joke for students.
She always help me in research
subject.
She always helps me in research
subject.

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Percentage : 14%
Causes: Interlingual , Mother Tongue Interference,
Table 4. 3 Subject-Verb-Agreement
A preposition is a word that shows the relationship between a noun or pronoun and other
words in a sentence. It links nouns, pronouns and phrases to other words in a sentence. The word
or phrase that the preposition introduces is called the object of preposition. A preposition usually
indicates the temporal, spatial or logical relationship of its object to the rest of the sentence. The
great majority of the participants in this study demonstrated confusion for the right usage of
prepositions, addition of unnecessary prepositions as shown in the examples below.
Preposition He helped us to our lessons. He helped us in our lessons.
Wrong He respects to students. He respects students.
Addition In My favorite teacher is Sayed
Ali Reza Ahmadi.
My favorite teacher is Sayed Ali
Reza Ahmadi.
Percentage : 14%
Causes: Mother Tongue Interference, Complexity of English Prepositions
Table 4. 4 Preposition
Errors of wrong tense or wrong verb occur when a learner uses the wrong verb tense in a certain
sentence. The results of his study reveal that the participants were not aware of applaying the
correct tense to the verb in the sentence.

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Verb Tense and
Form
Since I started univeristy, I know
that she is a good girl.
Since I started university, I knew
that she was a good girl.
When a homework was difficult
for me, she know that it is hard for
me and she help me.
When a homework was difficult for
me, she knew that it was hard for
me and she helped me.
In my last trip, I travel to
Islamabad, Pakistan, and I
experience one of my best trips.
In my last trip, I traveled to
Islamabad, Paksitan, and I
experienced one of my best tr ips.
Percentage : 11%
Causes: Incomplete knowledge of rules, Intralingual
Table 4. 5 Verb Tense and Form
A noun is defined as a word that is used to name any person, animal things, ideas state or
quality (Hourani, 2008). In this study, the percentage of errors in plurality is relatievely low
compared to verb tense erros, subject verb agreement errors and word choice errors. 35 erros
were counted in students’ written works.
Plurality Sayed Ali Reza Ahmadi is one of
the professional instructor of
Balkh University.
Sayed Ali Reza Ahmadi is one of
the professional instructors of
Balkh University.
There are some reason that I like
him.
There are some reasons that I like
him.
In this trip, we were around twenty
person from one family.
In this trip, we were around twenty
persons from one family.

21
Percentage : 9%
Causes: Interlingual, Intralingual
Table 4. 6 Plurality
Sentence sprawl means there are too many equally weighted phrases and clauses, which
produces tiresome sentences. Sentence sprawl should not be confused with run-on sentences. It is
too wordy and does not communicate clearly and concisely. I found 28 sentence sprawl errors in
students’ written works.
Sentence Sprawl My mom always makes cakes and
washes dresses, and also my father
always works hard, and also my
brother works and studies in a
foreign country.
My mother and father work hard.
For example, my mom washes the
dresses and makes cakes. In
addition, my brother works and
studies in a foreign country.
Percentage : 8%
Causes: Interlingual, Lack of knowledge about writing rules
Table 4. 7 Sentence Sprawl
Run-on sentences occur when two complete sentences are squashed together without
using a coordinating conjunction or proper punctuation, such as a period or a semicolon. Run-on
sentences can be short or long. The researcher found 23 run-on errors in students written essays
and paragraphs.
Run- On My family is very merciful I am
very lucky I have a such good
family.
My family is very merciful, and I
am very lucky I have a such good
family.
She always does research
homeworks I can say that she is a
She always does research
homeworks; therefore, I can say

22
very good student. that she is a very good student.
He is my favorite teacher he is
very kind
He is my favorite teacher because
he is very kind.
Percentage : 7%
Cause: Lack of knowledge about rules.
Table 4. 8 Run- On
An article is a word that is used with a noun to indicate the type of reference being made
by the noun. English has two articles: the and a/an. The is used to refer to specific or particular
nouns; a/an is used to modify non-specific or non-particular nouns. We call the definite article
and a/an indefinite article. 15 article errors can be vividly seen on students’ written works.
Article I have a two sisters and two
brothers.
I have two sisters and two brothers.
My parents support us to be a
important person
My parents support us to be an
important person.
I want to get my master’s degree
in the foreign country.
I want to get my master’s degree in
a foreign country.
Percentage : 5%
Causes: Interlingual, Intralingual (Overgenerlization)
Table 4. 9 Article
To Be verb is problemtic to second language learners because of its multiplicity of forms,
and its place in sentences differs from Dari and Persian langauge. The researcher found 14 places
of To Be verb error on students’ written works.

23
To Be Verb President is has the role of director
in a country.
President has the role of director in
a country.
Teachers __satisfied with her
performance.
Teachers are satisfied with her
performance.
When we __sad or have a
problem, family is the best
solution.
When we are sad or have a
problem, family is the best solution.
Percentage : 4%
Cause: Intralingual
Table 4. 10 The Verb “To Be”
Word order is the syntactic arrangments of words in a sentence, clause , or phrase. In this
study, 13 places (4%) of word order errors were found.
Word Order I have heard bad things about trip
buss.
I have heard bad things about buss
trip.
We more enjoyed and had good
time with family.
We enjoyed more and had good
time with family.
Friends have good affects to all of
aspects life.
Friends have good affect to all
aspects of life.
Percentage: 4%
Cause: Interlingual ( L1 Inteference) , Word by word Translation of L1 to L2
Table 4. 11 Word Order

24
4.2 Discussion
It is important to analyze the errors because by learning errors they are many advantages
such as (a) a device which the learner uses in order to learn (b) to fully grasp and understand the
nature of errors, and (c) instead of just being able to recognize errors, the learners are now able to
explain the rules and correct errors. In language learning errors committing is considered as an
essential part and parcel of the process. So in the present study English writing of senior and
junior students were analyzed and the most common errors were identified and classified and
classified by the researcher. The most common errors recorder in the present study were
classified into ten types. Firstly, word choice errors was the most severe errors 79 (24%).
Second type of errors committed by majority of students was subject-verb agreement, 48
(14%). Subject verb agreement is one of the several English writing difficulties which second
language writer faces, including Afghan students. According to Hourani (2008), subject and verb
should agree in number and person. It is necessary that subject and verb should be optimal/agree.
Third type of errors that were committed by the respondents was use of preposition. Forty-six
respondents’ errors were recorded regarding the usage of proposition. Finally, the errors found
most common among students were Verb tense and form, 35 (11%). Iqbal (2013), asserts that
verb-tense errors are committed globally by English learners. Verb tenses play vital role in the
sense of expressing the time in a sentence. As the time is a crucial factor in delivering a message.
The results of the present study show that many similar researches were conducted by experts
and different types of errors were recorded in their studies. Hamzah (2012), conducted a
research aimed at providing explanation on the taxonomy of the grammatical errors made by the
university students in written production of English. The results showed that students committed
on word choice, verb group, article, preposition, plurality and spelling, subject-verb agreement,

25
pronoun agreement, possessive, copula omission. Sawalmeh (2013), analyzed written English
essays of preparatory students in Saudi Arabia. He analyzed 32 essays of written by 32 Arabic-
speaking Saudi learners of English. All of the errors in essays were identified and classified into
different categorizations. The results showed that the Arabic speakers in this study committed ten
common errors. These errors were: verb tense, word order, singular/plural form, subject verb
agreement, double negative, spellings, capitalization, articles, sentence fragments and
prepositions. He found out total of 1422 errors. The most predominant errors were Verb tense
agreement 235 (16%), word order 156 (10%), subject/verb agreement 1114 (8.2%).

26
Chapter 5 – Conclusion and Recommendations
5.1 Conclusion
This study aimed at identify, describing, categorizing and diagnosing the type of
grammatical errors made the senior and junior students of English Department at Balkh
University. The sample in this study was thirty junior and senior English major students. The
students were assigned to write a paragraph or essay about 250-300 words on a familiar topic.
All students’ written works were analyzed according to ten type of errors: word choice, subject-
verb agreement, preposition, verb tense and form, plurality, sentence sprawl, run-on, article, the
verb to be, article, word order. After that all errors were identified, then the frequency of each
type of errors was investigated. The most predominant error was word choice with 79 (24%)
places. Vocabulary of any language is precious treasure with the help of which a learner can
show his expertise in the target language. The second most predominant error was subject-verb
agreement, 48 (14%). The subject and the verb should agree in number and person. For correct
composition of English, it is necessary that subject and verb should be optimal/agree. These
kinds of errors have been found common among the participants. We cannot use the following
pattern of sentences in proper writing. For example, leaves gives us, reading give, some likes,
hobbies makes, and four seasons all this kind of wording are improper and are against the rules
of writing. The third most frequent error was preposition. There were many errors of omission,
addition and wrong usage of preposition, 46 (14%). A preposition is a word that shows the
relationship between a noun or pronoun and other words in a sentence. It links nouns, pronouns
and phrases to other words in a sentence. The word or phrase that the preposition introduces is

27
called the object of preposition. A preposition usually indicates the temporal, spatial or logical
relationship of its object to the rest of the sentence. The great majority of the participants in this
study demonstrated confusion for the right usage of prepositions, addition of unnecessary
prepositions. Finally, the findings were grouped and the examples of each error were presented

28
5.2 Recommendations
i. Teachers should give feedback to students’ written assignments on regular basis.
According to Lee (as cited in Sajid, 2016) most of the time students depend on teachers
for the correction of errors in improving their L2 writing accuracy. In L2 writing learners
expect, value, and want teachers’ feedback, and to provide feedback on students’ writing
in L2 is the most significant way of improving their writing accuracy.
ii. Teachers should specify the differentiation between English and Dari grammar, to avoid
language inference and for a more effective impact in learning English language.
iii. Teachers should encourage learners in developing a positive attitude towards English
language.
iv. It is necessary to hold an evaluation study on curriculum to reveal its efficiency and
appropriateness to students’ needs and interests.
v. Teachers should motivate their students to write and the teachers themselves should take
the matter seriously.
vi. Teachers should raise students’ awareness on these errors and provide sufficient remedies
to prevent students from internalizing such errors.
vii. As modern strategies of language teaching, rules should be taught implicitly and remedial
programs that can improve students’ communicative competence especially in writing
should be designed.

29
5.2.1 The English Teachers
Based on this study, it can be suggested that the teachers should be aware on grammatical
errors in writing, thus they can recognize their students’ difficulties in writing so they will pay
more attention to the errors made by the students and the causes of the errors in writing.
Knowing the problem will make it easier for teachers to solve the problem. The result of the
study will evaluate themselves whether they are successful or not in teaching English. It is
expected that the teacher should enhance the method in teaching grammar so that the students are
motivated to improve their writing.
5.2.2 The English learners
It is better to know about this research study, particularly related to grammatical error.
The result of the study will show the learners in what aspect in grammar which is difficult for
them. By paying more attention, the learners are expected to increase their knowledge on the
English grammar, thus they will be aware of the errors they made and sources of the errors. The
learners are expected to develop their writing proficiency to eliminate or at least reduce those
errors.
5.23 To Further Researchers
It is expected that the result of the study can give an informative input about grammatical
error analysis or other topics related to errors. The researcher believes that there are still many
phenomena that can be revealed in this research study. The researcher expects that this result of
study can inspire other researchers to conduct the research related to grammatical errors analysis
to enrich the existing study.

30
References
Alfiyani, M. L. (2013). An Analysis of Grammatical Errors in Writing among the Second
Semester Students of English Department of Yogyakarta State University in The
Academic Year of 2011/2012
http://eprints.uny.ac.id/25706/1/Lulu%20Meilina%20Alfiyani%2006202244055.pdf
Fengji, L., Jia, R., Hongyi, Z. (2016). Grammatical Mistakes in College English Writing:
Problem Analysis, Reasons and Solutions. International Journal of Applied Linguistics
and Translation, 2(3), 20-28.
Grammarly. (December 12, 2015). Top 10 Students Writing Mistakes: Final Edition. Grammarly
Blog. Retreived from https://www.grammarly.com/blog/top-10-student-writing-mistakes
finals-edition/
Hassan, M. & Sawalmeh, M. (2013). Error Analysis of Written English Essays: The case of
Students of the Preparatory Year Program in Saudi Arabia. English for Specific Purposes
World, 14(40).
Hamzah, M. (2012). An Analysis of the Written Grammatical Errors Produced by freshmen
Students in English Writing. Lingua Dikaktika, 6(1), 17-25.
Hourani, T. M. (2008). An Analysis of Common Grammatical Errors in the English Writing
Made by 3rd Secondary Male Students in the Eastern Coast of the UAE. Retrieved from
https://bspace.buid.ac.ae/bitstream/1234/225/1/20050055.pdf
Hsu, H. (2013). Revisiting causes of grammatical errors for ESL teachers. International
Research Journals, 5(6), 513-516.

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Iamsiu, C. (2014). An Analysis of Grammatical Errors in Srinakharinwirot University Student's
Writing. Retrieved from
http://ir.swu.ac.th/xmlui/bitstream/handle/123456789/3671/Chada_I.pdf?sequence=1
Jamil, S. (December 2016). Analyzing common Errors in English Composition at Postgraduate
Level in Khyber Pakhtunkhwa (Pakistan). Bulletin of Education and Research, 38(2), 53-
63.
Maros, M., Hua, K. T., & Salehuddin, K. (2017). Interference in Learning English: Grammatical
Errors in English Essay Writing Among Rural Malay Secondary School Students in
Malaysia. Jurnal e-Bangi, 2(2), 1-15.
Zawahreh, F. (2012). Applied Error Analysis of Written Production of English Essays of Tenth
Grade Students in Ajoun Schools, Jordan. International Journal of Learning &
Development, 2(2), 280-299.

32
Appendix A_ Informed Consent Form
Consent form
You have been asked to be in this research study, which has been explained to you by Moh. Hussain
Akbary. This study is being conducted by Moh.Hussain Akbary in the Department of English at Balkh University.
This research is being conducted to fulfill the degree requirements for Bachelor of Arts in English Department of
Balkh University, under the supervision of Prof. Sayed Ali Reza Ahmadi.
Purposes of the Study
The purpose of this study is to analyze the grammatical mistakes in writing committed by students in
English Department of Balkh University.
Description of Procedures
This study involves writing a 250-300 words essay/paragraph about a familiar topic and will take
approximately 50 minutes for you to complete. You will have the opportunity to see the Essay topics before signing
this consent form.
Risks and Discomforts
There are no known or expected risks for participating in this study.
Benefits
You may not receive any direct benefit from this study. The knowledge gained from this study may
eventually benefit others.
Confidentiality
Any information about you that is obtained as a result of your participating in this research will be kept as
confidential as legally possible. In any publications that result from this research, neither your name nor any
information from which you might be identified will be published without your consent.
Voluntary Participation
Participating in this study is voluntary. You are free to withdraw your consent to participate in this study at
any time.
You have been given the opportunity to ask questions about the research, and you have received answers
concerning areas you did not understand.
I willingly consent to participate in this research.
_____________________________________ Participant’s Signature
_____________________________________ Participant’s Name
Date __________ Time______________

33
Appendix B_ Paper for Students’ Essays/Paragraphs
Participant’s Name: _____________________
Investigator: Moh.Hussain Akbary
Gender: a. Male b. Female
Age: a. 18-20 b. 21-23 c. +24
Class: a. Junior b. Senior
Choose one of the following topics and write a 250-300 words essay/paragraph
a. My Hobby b. My Best friend C. My favorite teacher d. My family
e. The things I would do if I become president f. An unforgettable trip
g. My future plans for upcoming five years
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