Common Grammatical Errors in Written English Among Undergraduate ESL Students: Literature Review

Abstract

This study investigates the common grammatical errors made by undergraduate students in their written compositions, with a focus on sentence structure. By analyzing essays written by 30 students from the BS English Linguistics program at Islamia University of Bahawalpur, the research identifies recurring issues in verb tense, syntax, spelling, prepositions, and article usage. The study adopts a qualitative approach, using content analysis to classify errors based on grammatical categories. The findings reveal that mistakes in tense agreement, noun-verb relationships, and sentence cohesion are prevalent, largely due to factors such as overgeneralization, first language interference, and inadequate vocabulary.
This research highlights the importance of understanding error patterns in language acquisition, offering insights into how educators can better support students in overcoming these challenges and improving their writing skills. The study’s implications extend to enhancing both the teaching and learning process, emphasizing targeted grammatical instruction at the undergraduate level.