GRAMMATICAL AND LINGUISTIC ERRORS IN EFL WRITING: A CASE STUDY OF COLLEGE STUDENTS IN DERA GHAZI KHAN

Abstract

This study investigates the grammatical and linguistic errors commonly made by EFL college students in Dera Ghazi Khan, Pakistan. This study focuses on identifying the most frequent types of errors, using Corder's (1967) error analysis framework. The research aims to study the language development process of second-language learners through their written output. The study involved 30 female students in English language courses in their second and third years at a government college in Dera Ghazi Khan. The participants had studied English for at least ten years and were between 20 and 22 years old. The findings reveal that interlingual and intralingual errors are prevalent, with frequent issues related to verb tense, prepositions, pronoun use, and sentence structure. These results emphasize the need for targeted pedagogical interventions, including revised curriculum strategies and teacher training focused on EFL writing. The study holds practical implications for language instructors, curriculum designers, and educational policymakers aiming to improve writing proficiency in Pakistani EFL contexts.