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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp.107-123
Department of English, College of Education, Majmaah University
Al-Majmaah, 11952, Saudi Arabia
Department of English, College of Education, Majmaah University
Al-Majmaah,11952, Saudi Arabia
Department of Strategic Planning and Transformation, Qassim University Medical City
Burydah 52571 Saudi Arabia
Grammatical errors remain a persistent obstacle for English language learners, often impeding their progress and causing frustration. Addressing these recurring issues requires a systematic understanding of their root causes, especially within specific linguistic contexts. This study investigates the grammatical errors made by Saudi learners of English as a Foreign Language (EFL) enrolled in the preparatory year program. Drawing on students’ written compositions, the analysis aims to deepen learners’ understanding of English while acknowledging that errors are a natural part of language acquisition. Developing accurate writing skills in English remains a challenge, particularly in the use of grammar and punctuation, both of which are critical for conveying clear and effective meaning. Using Byrd and Benson’s (1994) comprehensive error taxonomy alongside Ellis’s (1997) error analysis framework, the study categorizes the observed errors into three main types: most serious errors, intermediate errors, and punctuation and mechanical problems. The findings reveal widespread and repeated patterns of deviation, suggesting that many students struggle with specific grammatical rules due to insufficient comprehension or incomplete learning. Contributing factors such as omission, addition, substitution, carelessness, and first language (L1) interference are identified as key reasons behind these challenges. The influence of Arabic as the learners’ native language is found to be particularly significant, often leading to structural and syntactical transfer that manifests in common grammatical and punctuation mistakes.
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Rawan Ahmed Alsoweed is an English Lecturer at Sulaiman AlRajhi University in Saudi Arabia, where she teaches undergraduate English language courses in the Preparatory Year Program. She holds a Master of Arts in Applied Linguistics. Her research interests include writing pedagogy, teacher and learner autonomy, and the integration of AI tools in English language teaching and assessment. ORCID: https://orcid.org/0009-0001-5559-4235
Dr. Abeer Shujaa Alharbi is an Assistant Professor in the English Language Department at Majmaah University, Saudi Arabia. She earned her Ph.D. in Applied Linguistics and ELT from the University of Southampton, England. She teaches undergraduate and postgraduate students, supervises theses, and has published widely in her fields of interest. Her research focuses on sociolinguistics, semantics, CALL, teacher and learner autonomy. ORCID: https://orcid.org/0000-0003-3985-0785
Fahad Abdulaziz Alqusumi is an Analysis and Strategy Planning Expert at Qassim University Medical City, Saudi Arabia. His expertise includes statistical data analysis for academic and applied research, healthcare systems evaluation, strategic foresight, and organizational transformation. His research interests focus on the practical application of strategic planning to support medical city objectives and national healthcare goals. ORCID: https://orcid.org/0009-0008-6840-1202