Abstract Error analysis plays an important role in second language learning as it helps identify and interpret the challenges learners
encounter in writing. This study explores the nature and sources of errors in English writing among secondary-level
students by using both primary and secondary data. Primary data were gathered from 60 students through structured
writing tasks and questionnaires, while secondary data were obtained from scholarly articles and prior research.
The findings indicate that grammatical errors—especially those related to tense, subject–verb agreement, and sentence
formation—are the most common. These are followed by mistakes in spelling, punctuation, and vocabulary usage. The
study also highlights several contributing factors, including interference from the mother tongue, limited lexical knowledge,
insufficient understanding of grammar rules, and lack of consistent writing practice.
The results emphasize the importance of adopting effective instructional strategies such as targeted grammar teaching,
regular writing exercises, and meaningful feedback to enhance students’ writing abilities. The study concludes that a
systematic approach to error analysis can significantly improve the writing proficiency of secondary school learners