Examining the writing errors of Saudi EFL learners: Practices and views

Mastering error-free writing is challenging, especially for Arab EFL learners. They often manifest these errors in many ways, such as grammar and mechanics. A step toward improving them is to explore the typical difficulties they encounter in writing. This study aimed to examine Saudi EFL undergraduates' writing difficulties using a sequential explanatory research design (a mixed-method approach). Paragraphs written by forty-one students were analyzed, and errors were calculated and categorized in the first phase. Then, semi-structured interviews were conducted with 23 participants to probe further insights on the challenges they face and types of errors in writing, reasons, and suggestions for improvements. The quantitative data was analyzed using Atlas. ti 9. Results revealed that the most common errors from the mixed method were punctuation, capitalization, and grammar. However, the views on spelling errors differed from the participants' practices. They credited teaching, textbooks, and disinterestedness as reasons for their poor proficiency. Moreover, they believed more writing practice and the development of reading habits could enhance their writing skills. These findings provide valuable insights for English language educators and learners, offering guidance on contextualized instruction and practical implications for teaching, learning, material development, and curriculum design.