TENSE ERRORS IN PAKISTANI INTERMEDIATE ESL LEARNERS’ WRITING: A CORPUS-ASSISTED STUDY

Abstract

This study investigates the frequency and nature of tense errors in the English writing of Pakistani undergraduate ESL learners. Drawing on a corpus of 100 writing samples collected from second-year college students, the research employs a descriptive quantitative methodology using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy. The errors were analyzed and frequencies calculated by using corpus tool Antconc. The findings indicate that tense errors are the most prevalent grammatical error type, with the majority of students struggling to appropriately select and apply English tenses in context. The data highlight a high occurrence of misformation and omission errors in tense usage. The study attributes these errors to both developmental factors and first language interference. It concludes that focused instruction, corrective feedback, and grammar reinforcement are essential for improving learners’ control over English tense forms. These findings hold significant implications for language teaching practices in Pakistani ESL classrooms.