The Grammar Gap: Mapping Common Errors in Omani EFL Descriptive Essays

Abstract

EFL learners at the university foundation level in Oman face persistent challenges, and identifying common errors can enhance teaching strategies and improve students’ writing proficiency. This study aimed to identify and explain the predominant grammatical and mechanical errors found in descriptive writing produced by Foundation Programme students at the University of Buraimi. The study used a quantitative method. Descriptive paragraph scripts produced by 28 EFL students during the FENG002 (Foundation English II) Midterm exam provided the basis for data collection. Errors were classified as spelling, verb tense, singular-plural forms, subject-verb agreement, articles, sentence fragments, word order, prepositions, demonstratives, irregular verbs, and capitalization. Frequency and percentages for each error type were documented. The findings suggest that spelling errors were the most frequent, followed by the verb tense and the subject-action agreement errors. These difficulties are attributed to English orthography, origin language interference and linguistic differences between Arabic and English. The predominance of spelling and grammar errors highlights the need for innovative instructional approaches tailored to Foundation-level learners' needs. Instructors should include self-revision strategies, critical reading methods and various error correction methods. Error visualization techniques, improvement activities and preventive strategies should be explored to increase writing accuracy through future research.