This study investigates the grammatical difficulties encountered by senior high school students in academic writing through an error analysis approach, drawing on the work of Joven et al. Findings indicate that grammatical errors are systematic rather thanrandom, with recurring issues in verb tense consistency, subject–verb agreement, sentence structure, and article usage. These errors suggest that students possess partial grammatical knowledge but struggle to apply it accurately and consistently in extended texts, affecting coherence, clarity, and overall communicative effectiveness.
Multiple factors contribute to these difficulties, including first-language interference, limited metalinguistic awareness, cognitive overload, writing anxiety, and instructional practices that prioritize correction over explanation. The study highlights the importance of integrating grammar instruction into the writing process, providing reflective feedback, and adopting process-oriented approaches that emphasize drafting, revising, and editing. Implications for teaching include creating learning environments where errors are seen as opportunities for growth and fostering students’ autonomy and confidence as academic writers. Future research may explore grammar difficulties across disciplines, longitudinal development, and the effectiveness of integrated instructional interventions. Addressing grammar gaps is essential for enhancing students’ academic writing performance and participation in scholarly communities.
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- Jessa Mondejar (Author), 2026, Grammar Gaps, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1704607
