Institut des Lettres et des Langues

In English, writing is thought to be the most challenging skill. Learners need to take into account certain crucial elements, such as grammar which leads to some communicative problems. The purpose of this study is to identify the common types of grammatical errors made by learners in their writing. It sought to examine the frequency of the errors and what could be done to improve the teaching of English writing .The study was carried out at Salah Eddine Al Ayoubi Middle School. Twenty three pupils were taken randomly as the participants in this research. The study used both qualitative and quantitative research design. The researcher used the writing of fourth year learners’ final tests as the main source of the data .and a questionnaires were administered to teachers which were analyzed. The identified grammatical errors were agreement errors, singular and plural errors, spelling errors, punctuation errors, prepositional errors, omission of words errors, article errors, and repetition errors. James theory becomes the main key in the data analysis. The interpretation of these results highlights a significant challenge in the learners’ grasp of English grammar and vocabulary. The prevalence of verb tense and subject-verb agreement errors suggests difficulties in understanding and applying grammatical rules. Additionally, frequent lexical errors indicate issues with vocabulary acquisition and usage.Based on these findings, several recommendations are proposed. First, targeted grammar instruction focusing on common error types, such as verb tense and subject-verb agreement, should be implemented. Second, vocabulary-building exercises that emphasize proper word choice and collocations are essential. Finally, regular formative assessments and feedback can help learners identify and correct their errors, leading to improved language proficiency. These measures aim to enhance the overall quality of written English among middle school learners, thereby supporting their academic development

Institut des Lettres et des Langues

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