Grammatical Challenges in Academic Writing

Abstract

This study explores common grammatical challenges faced by ESL (English as a Second Language) students in academic writing, focusing on prevalent errors such as subject-verb agreement, verb tense, article use, and sentence structure. By analyzing writing samples from university-level ESL learners, the research identifies patterns of grammatical mistakes and investigates the underlying causes, such as L1 (first language) interference and inadequate exposure to English syntax. The findings reveal that errors in verb tense and articles are particularly frequent, often due to differences between the grammatical structures of the students’ native languages and English. The study also examines the pedagogical implications of these errors and suggests effective strategies for addressing them, including targeted grammar instruction and the use of writing workshops. This research contributes to the ongoing discourse on improving academic writing proficiency among ESL learners and highlights the importance of tailored teaching methodologies. The paper emphasizes the need for educators to focus on error analysis and the adaptation of teaching approaches to meet the specific needs of ESL students. This view, bolstered by contemporary second language acquisition research, is important for promoting the grammatical accuracy of ESL students in their written assignments (Ellis, 2008; Ferris, 2011).