Grammatical errors analysis of English verb forms: strategies to improve engineering students’ academic writing skills. a case study of IPRC Gishari

Abstract

The analysis of language errors has been a beneficial exercise in academia and research, particularly for individuals learning and utilizing English as a second or foreign language. This study aimed to examine grammatical mistakes and errors in verb forms among engineering students' academic writing at IPRC Gishari. It pursued four specific objectives: identifying prevalent errors, categorizing errors in verb forms, investigating the reasons behind common errors, and gathering teachers' insights into strategies for enhancing engineering students' writing abilities. The study involved 133 students and 15 teachers, who contributed to data through essay tests and questionnaires. Analytical methods included document analysis, deductive thematic analysis, and descriptive statistics. Among the 131 identified grammatical errors in verb forms, the most recurring was the misuse of the third-person singular (58.78%), while the least common was the Incorrect use of the past participle form (6.10%). These errors encompassed all five verb forms and were categorized as omission, addition, misformation based on students' essays and teachers' input. However, there was no grammatical error in verb form which could be classified as misordering. Teachers identified the mother tongue Kinyarwanda interference as the primary cause of verb form errors followed by students' backgrounds, carelessness, and insufficient practice in writing and English language use. Teacher recommendations for enhancing engineering students' academic writing skills included varied teaching methods, writing competitions, and increased writing practice. Therefore, IPRC Gishari's engineering students face similar grammatical challenges in verb forms similar to those discussed in previous literature, and these issues can be systematically addressed using proposed strategies. In light of this, educators should implement these strategies, while future researchers are advised to conduct experimental studies on effective teaching approaches for improving engineering students' writing skills.