This research employs a quasi-experimental design to investigate the types and frequencies of errors in written sentences produced by Saudi undergraduate learners of English as a Foreign Language (EFL). Data were gathered from two groups: a control group (CG), which did not receive any special treatment, and an experimental group (EG) that participated in additional writing exercises. The EG benefited from three extra hours of writing instruction each week for two months, utilizing writing tasks from the coursebooks "Unlock 1" and "Unlock 2." Participants were aged between 18 and 25. The errors were classified according to the taxonomy established by Keshavarz (2015). Results indicated that the CG made 199 errors, while the EG made significantly fewer, at 116 errors. The CG exhibited errors across nine categories, including 'wrong word order' and 'incorrect article usage.' In contrast, the EG's errors were confined to seven categories, notably omitting 'wrong word order.' These findings underscore the effectiveness of structured writing exercises in reducing error frequency among EFL learners. The study highlights the need for educators to adapt their teaching strategies to incorporate more writing practice and for curriculum developers to enhance writing content, providing learners with diverse opportunities to improve their writing skills.

Authors:
Afzal Khan, Al Khaleej Training and Education-King Saud University, Saudi Arabia

About the Presenter(s)
Currently, Dr. Afzal Khan is a Member of the Scientific Research Committee (SRC) at the English Language Skills Department (ELSD), Common First Year, Al Khaleej Training and Education - King Saud University, Riyadh, Saudi Arabia.

Connect on Linkedin
https://www.linkedin.com/in/dr-afzal-khan-4b1b75145/

Connect on ResearchGate
https://scholar.google.com/citations?user=qdT7ad8AAAAJ&hl=en

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