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This study aims to fill a gap in the existing literature by investigating the impact of the first language (L1) on the academic writing skills of undergraduate students majoring in English at Thal University Bhakkar (TUB). The study utilized a mixed-method research approach by employing both quantitative and qualitative methods. The sample comprised of 130 students. Quantitative data were collected from 100 students while 30 students were recruited for qualitative data. SPSS was used to analyze the questionnaire data, while the qualitative data were analyzed qualitatively following Pit Corder's Error Analysis taxonomy. The results of the study reveal that the learners' L1 strongly interferes with their academic writing skills in English. In turn, students make multifaceted mistakes in English. The major outcome of the study is that dissimilarities between English language and students' L1 is mainly responsible for their mistakes (e.g. in connection of pronunciation, spellings, vocabulary, and grammar) in L2.
Hashim et al. (Wed,) studied this question.
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