When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context.

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Bibliographic Details
Title:	When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context.
Authors:	Jlassi, Mohamed¹ jlassim@mcmaster.ca, Zakarneh, Bilal² b.ibrahim@ajman.ac.ae, Al-Amrani, Said³ said.alamrani@unizwa.edu.om
Source:	Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1131-1143. 13p.
Subject Terms:	English grammar education, International English Language Testing System, Curriculum planning, Second language acquisition, Linguistic analysis
Geographic Terms:	Oman
Abstract:	This study presents an exploratory quantitative analysis of grammatical errors using an Error Analysis framework, based on 12 IELTS Task 2-modeled writing scripts produced by graduating English major students from the Faculty of Language Studies at Sohar University, Sultanate of Oman. Anchored in four analytical axes--error identification, error categorization, error evaluation (in terms of systematicity and severity), and cognitive impact--this study demonstrates that, despite the seemingly limited sample size, the data yield research-worthy insights into learners' interlanguage and actual proficiency. The analysis reveals a significant discrepancy between the students' reported upper-intermediate to advanced proficiency and their demonstrated grammatical competence, which more accurately reflects an intermediate level. A comprehensive inventory of 20 core grammatical error types was found to significantly affect the intelligibility, cognitive processing, and communicative clarity of the students' writing. The findings also highlight patterns of error systematicity and severity, with implications for cognitive representation. This study provides actionable recommendations for curriculum design, faculty programming, and institutional policy. Situated within a crosscultural EFL context, the study reaffirms the robustness of the EA framework and calls for a holistic reconceptualization of grammar instruction. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study presents an exploratory quantitative analysis of grammatical errors using an Error Analysis framework, based on 12 IELTS Task 2-modeled writing scripts produced by graduating English major students from the Faculty of Language Studies at Sohar University, Sultanate of Oman. Anchored in four analytical axes--error identification, error categorization, error evaluation (in terms of systematicity and severity), and cognitive impact--this study demonstrates that, despite the seemingly limited sample size, the data yield research-worthy insights into learners' interlanguage and actual proficiency. The analysis reveals a significant discrepancy between the students' reported upper-intermediate to advanced proficiency and their demonstrated grammatical competence, which more accurately reflects an intermediate level. A comprehensive inventory of 20 core grammatical error types was found to significantly affect the intelligibility, cognitive processing, and communicative clarity of the students' writing. The findings also highlight patterns of error systematicity and severity, with implications for cognitive representation. This study provides actionable recommendations for curriculum design, faculty programming, and institutional policy. Situated within a crosscultural EFL context, the study reaffirms the robustness of the EA framework and calls for a holistic reconceptualization of grammar instruction. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1704.01