When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context.
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| Title: | When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context. |
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| 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] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195267823 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jlassi%2C+Mohamed%22">Jlassi, Mohamed</searchLink><relatesTo>1</relatesTo><i> jlassim@mcmaster.ca</i><br /><searchLink fieldCode="AR" term="%22Zakarneh%2C+Bilal%22">Zakarneh, Bilal</searchLink><relatesTo>2</relatesTo><i> b.ibrahim@ajman.ac.ae</i><br /><searchLink fieldCode="AR" term="%22Al-Amrani%2C+Said%22">Al-Amrani, Said</searchLink><relatesTo>3</relatesTo><i> said.alamrani@unizwa.edu.om</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jul2026, Vol. 17 Issue 4, p1131-1143. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+grammar+education%22">English grammar education</searchLink><br />*<searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+analysis%22">Linguistic analysis</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195267823 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1704.01 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1131 Subjects: – SubjectFull: English grammar education Type: general – SubjectFull: International English Language Testing System Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Linguistic analysis Type: general – SubjectFull: Oman Type: general Titles: – TitleFull: When Grammar Tells the True Story: An Exploratory Case Study of Grammatical Errors in the Omani EFL Context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jlassi, Mohamed – PersonEntity: Name: NameFull: Zakarneh, Bilal – PersonEntity: Name: NameFull: Al-Amrani, Said IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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