Grammatical Error Analysis in Academic Essays: A Comprehensive Study of University Students in Kosovo

Abstract

This study examines the grammatical difficulties encountered by students in Kosovo's universities that provide English language programs or incorporate academic writing into their curricula, emphasizing the vital significance of academic essay writing in higher education. An analysis of 50 student essays revealed a total of 894 grammatical errors, with punctuation (52.7%) and sentence structure issues, such as run-on sentences (17.9%), preposition misuse (13.2%), as well as article errors (12.5%), being the most prevalent. The findings indicate that students struggle significantly with fundamental grammatical rules, suggesting deficiencies in their foundational grammar knowledge, likely due to inadequate prior instruction. The consistency of error patterns across submissions highlights a widespread lack of awareness regarding essential grammatical conventions. The study advocates for targeted instructional strategies, including grammar-focused workshops and personalized feedback, to address these common errors. By adopting these approaches, educators can strengthen students’ writing skills, enhancing their academic success and preparing them for professional opportunities.