COMMON ERRORS IN ENGLISH WRITING AMONG UZBEK EFL STUDENTS AND THEIR PEDAGOGICAL IMPLICATIONS
Keywords:
Uzbek EFL learners, english writing errors, grammar mistakes, interlanguage interference, pedagogical implications, corrective feedback, writing instruction, lexical errors, syntax, error analysisAbstract
This article explores the most frequent types of errors made by Uzbek students learning English as a Foreign Language (EFL) in their written compositions. Drawing on classroom observations, student writing samples, and teacher interviews, the study identifies common grammatical, lexical, and syntactic mistakes. The research highlights how native language interference, insufficient vocabulary, and lack of exposure to authentic English contribute to these errors. Furthermore, the paper discusses the pedagogical implications of these findings and offers practical recommendations for EFL teachers in Uzbekistan to address such issues through targeted instruction, corrective feedback, and error-based learning activities. Emphasis is placed on developing students’ metalinguistic awareness and fostering autonomous learning strategies to enhance writing proficiency.
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