EXPLORING COMMON ERRORS IN ENGLISH NARRATIVE WRITING AMONG NON-ENGLISHMAJOR FRESHMEN: A CASE STUDY AT EASTERN TECHNOLOGY UNIVERSITY

Abstract

This study explores common errors in English narrative writing among non-English-major
freshmen at Eastern Technology University through a case study approach. Participants were first-year
students enrolled in a compulsory “Basic Writing Skills” course during the 2024–2025 academic year.
A total of 120 anonymized narrative texts (200–250 words) were collected and analyzed to identify
grammatical, lexical, and syntactic errors. Using a mixed-methods design combining qualitative coding
and quantitative analysis via SPSS, the study revealed recurrent error types, including verb tense
inconsistency, subject–verb agreement, lexical mis selection, and sentence structure problems. These
errors not only reflect first language interference but also highlight the lack of structured writing practice
at the secondary level. The findings suggest that targeted pedagogical interventions—such as explicit
instruction on tense usage, peer-review activities focusing on common error types, and the use of authentic
learner texts in classroom practice—can help improve learners’ writing accuracy and coherence. This
study contributes empirical evidence to the understanding of Vietnamese EFL learners’ writing challenges
and offers practical implications for teaching writing to non-English majors in higher education.