AN ANALYSIS OF ESL WRITING ERRORS AT THE MATRIC LEVEL: TYPES, CAUSES, AND PEDAGOGICAL SOLUTIONS IN DISTRICT NAUSHEHRO FEROZE, SINDH

Abstract

This study investigates the types, causes, and solutions of errors in English writing among matric-level ESL learners in District Naushehro Feroze, Sindh. The study used an explanatory sequential mixed-methods design. Data were collected through written compositions (n = 30) and semi-structured interviews (n = 5) with English-language teachers from selected public-sector schools. Students were asked to write paragraphs in a controlled classroom environment to identify common writing errors, while teachers’ perspectives were explored to understand the basic causes and possible pedagogical solutions. The quantitative data were analyzed using descriptive statistics (frequency and percentage), whereas qualitative data were analyzed thematically following Braun and Clarke (2006). The findings revealed a total of 757 errors across nine categories, with punctuation (20.73%), subject–verb agreement (16.91%), and spelling (12.02%) as the most frequent error types. Thematic analysis identified key contributing factors, including weak grammatical knowledge, mother-tongue interference, limited reading and writing practice, and overgeneralization of grammatical rules. Drawing on Corder’s Error Analysis framework (1982), the study highlights that such errors reflect developmental stages in second language learning. This study also suggested practical strategies such as strengthening grammar foundations, promoting reading habits, regular writing practice, and effective corrective feedback. The study also provides directions for future research in ESL writing at the school level.