This document analyzes common errors made by students in written English and identifies contributing factors. It finds that the most common errors are issues with subject-verb agreement, spelling, and punctuation. Through teacher and learner interviews, it identifies several factors that contribute to these errors, including language interference from students' first language, overgeneralization of rules, a lack of practice/reading, low motivation, and the influence of texting language. Both teachers and learners agree that anxiety, lack of self-confidence, and ineffective teaching methods also impact students' written English abilities.

2. Diagnosis of Some
Contributory Factors To
Some Students’Errors in
Written English
Mounia HAMMAR

13. Results
Errors
Subject
–Verb
Agreem
ent
French
Regular
interference and
irregular
verbs
spelling
punctuation
percentages
10.21%
1.02%
40.09%
25.53%
14.56%

14. Subjectverb
agreement
French
interference
Regular and spelling
irregular
verbs
One of the
Researcheur My brother
students are s’investigatio bayed a car
ill
ns are focsed
on
geography
The weak
after
punctuatio
n
It’s
amazing!!!!

15. Discussion
Teachers’ interview
Learners’interview
Teachers confirmed that
mechanics (punctuation
and spelling) and
grammatical errors are
due to the lack of practice
,lack of reading , the
influence of language of
SMS,low motivation ,
language interference and
overgeneralization.
Learners admitted that the
difficulties that they
encountered in written
English are due to anxiety,
language
interference,overgeneralizatio
n,lack of reading,lack of self
confidence and low
motivation towards writing
which is due to the
teacher’method .

16.  Errors

17. The factors
Linguistic
factors
Affective
factors
Technolog
ical
factors
Tactical
factors
• Language interference
• overgeneralization
• Anxiety
• Low motivation
• Lack of self-Confidence
• The influence of the SMS language
• Lack of practice
• Lack of reading