Language and Mechanical Errors in English Writing by Malaysian Tertiary Students

Abstract

Since writing is a challenging skill that requires knowledge of grammar, language structure, orthography, and vocabulary, this study aims to examine the error patterns made by tertiary-level students in their written English compositions to identify the types of errors and, consequently, the difficulties encountered by them. This study focused on the English language and mechanical errors in the written performance of 107 first-year tertiary students in the Bachelor of English Language and Literature (BENL) programme at the International Islamic University Malaysia (IIUM). Data were collected from a written discourse in the form of a 300-word descriptive essay. Thirteen categories of errors were identified to determine the type, frequency, and causes of the errors committed by these students. Preliminary findings of the study showed that erroneous verb and prepositional phrases, faulty spelling and punctuation, redundant/incorrect lexical choice, and run-on sentences were among the errors made by most of the students. These errors might be due to the lack of grammatical knowledge, lack of sentence formation knowledge, and students’ literal translation from their first language. These findings conclude that the recurring language and mechanical difficulties observed among Malaysian tertiary students highlight the urgent need for targeted grammar instruction and greater awareness of first‑language interference, thereby contributing to more effective ESL writing pedagogy.