SYNTACTIC ERRORS IN THE WRITTEN WORK OF ESL LEARNER IN PAKISTANI UNIVERSITIES

Abstract

Academic writing continues to be a major difficulty for learners of English as a Second Language (ESL) in Pakistan, particularly at the First-degree level, where grammatical accuracy plays a crucial role in academic achievement. This research explores the frequency and types of syntactic mistakes found in the written work of undergraduate ESL students enrolled in English degree programs at a Pakistani university. Using a quantitative descriptive research approach, the study examined data collected through a structured questionnaire that focused on students’ writing practices and linguistic backgrounds. The identified syntactic errors were classified into key categories such as subject–verb agreement, tense forms, and use of prepositions, sentence structure, and run-on sentences. Findings reveal that errors in subject–verb agreement occur most commonly, followed by mistakes related to tense usage, prepositions, and word order. Responses from the questionnaire suggest that insufficient revision strategies and excessive dependence on first-language translation significantly contribute to the persistence of these errors. The study also underscores the considerable influence of mother-tongue interference on learners’ syntactic patterns. Situating the analysis within the Pakistani ESL context, this research contributes to a clearer local understanding of syntactic error trends. It stresses the importance of targeted grammar instruction, feedback-oriented writing practices, and improved revision skills in undergraduate ESL classrooms.