Analysis of EFL Students’ Grammatical Errors in Writing Literature Review
DOI:
https://doi.org/10.33096/tamaddun.v24i2.1019Keywords:
Grammatical Errors, EFL Students, Academic Writing, Literature Review, Error AnalysisAbstract
This study aimed to identify and analyze the grammatical errors made by EFL students in writing the literature review chapter of their undergraduate theses at Universitas Negeri Makassar. Using a qualitative descriptive approach, the researcher analyzed 15 theses submitted in 2024. The data were collected from the university library and examined based on Azar and Hagen’s (2009) 14 types of grammatical error classification. The findings revealed that students made errors in all 14 categories, including singular–plural, word form, word choice, verb tense, omission, addition, word order, incomplete sentence, spelling, punctuation, capitalization, article, unclear meaning, and run-on sentence. The most dominant type of error was punctuation, followed by word choice and singular–plural. These results indicate that students still struggle with grammatical accuracy in academic writing. The study suggests the need for more focused grammar instruction, the integration of digital tools, and the development of effective grammar teaching strategies to improve students’ writing quality.
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