This research investigates the common grammatical errors made by non-native English speakers, focusing on female students in their third and fourth years at the College of Education for Girls, University of Kufa. The research aims to identify the most frequent grammar errors, analyze the underlying causes, and suggest effective teaching strategies to minimize these errors. Using a mixed-methods approach, the study combines qualitative and quantitative analyses of students' written essays and comprehension tests. The findings reveal that the most prevalent errors include incorrect preposition usage (95.7% in comprehension tests and 92.9% in production tests), verb tense errors (84.3% in production tests), and unnecessary article usage (60% in production tests). Other common errors involve subject-verb agreement, misuse of auxiliary verbs, and incorrect noun forms. The study attributes these errors to factors such as native language interference (particularly from Arabic), the complexity of English grammar rules, overgeneralization, and limited exposure to English outside the classroom. The research concludes that targeted teaching strategies, increased exposure to English, and a focus on error analysis are essential for improving grammatical accuracy among EFL learners. These findings align with previous studies, such as those by Susi Damaiyanti (2021) and Santi Kunnur (2024), which also identified article and verb tense errors as common challenges for EFL learners. The study provides valuable insights for educators and curriculum developers to enhance language teaching practices and foster a more effective learning environment.
Noorkholis Luthfil Hakim (Wed,) studied this question.