Exploring the Impact of Linguistic Interference on Syntactic Accuracy in Writing Errors Among Saudi EFL Learners

Abstract

This study investigates the syntactic challenges faced by Saudi EFL learners in academic writing, with a particular focus on how first language (L1) interference from Arabic affects writing accuracy. Using a mixed-methods approach, the research analyzed 120 writing samples from first-year university students and collected survey responses from 59 EFL instructors across Saudi Arabia. A modified miscue analysis was used to categorize and quantify common syntactic errors, including misuse of articles, word order, auxiliary verbs, prepositions, and clause boundaries. Survey data revealed that instructors widely recognized the influence of Arabic structures on student writing, yet there was limited consensus on effective strategies to address these errors. Interestingly, teacher experience and qualifications showed minimal impact on perceptions of interference or preferred corrective practices. The findings highlight a consistent pattern of syntactic errors linked to L1 transfer and suggest a need for more targeted grammar instruction, teacher training in contrastive analysis, and curriculum adjustments that address interference explicitly. These insights aim to support more effective writing pedagogy and align teaching practices with national goals for English proficiency in higher education