Analysis of Grammatical Errors in EFL Students' Recount Texts

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Descriptive qualitative study identifies key grammatical errors and sources in EFL students' writing, suggesting teaching improvements.

Misformation errors accounted for 37.33% of total grammatical mistakes in students' recount texts.
Intralingual transfer was the most significant source of errors, leading to 43.43% of overall errors identified.
The analysis employed error theory and focused on first-semester EFL students' writing in the General English Classroom.
Findings highlight the need for targeted instruction to address specific grammatical challenges faced by EFL learners.

Frihatmawati et al. (2024) studied this question.

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