Identify Grammatical Errors and Their Influence on speaking proficiency: a study among third semester English students at faculty of languages and translation
DOI:
https://doi.org/10.65417/ljere.v2i2.121Keywords:
grammatical errors, speaking proficiency, , EFL learners, fluencyAbstract
This study investigates the influence of grammatical errors on speaking proficiency among third-semester English students at the Faculty of Languages and Translation, Misrata University. Grammatical rules are essential for effective oral communication, yet many learners struggle with accurate grammar usage during spontaneous speech. Using a qualitative case study approach, data were collected through teacher interviews and student’s speaking assessments. The findings reveal that the most common grammatical errors include preposition misuse, subject-verb agreement errors, article omission, and tense confusion. These errors were shown to disrupt fluency, reduce confidence, and impair the clarity of students’ spoken messages. Teachers reported that such mistakes often stem from first language interference and insufficient grammatical practice. To address these challenges, educators employ strategies such as corrective feedback, task-based activities, and explicit grammar instruction. The study concludes that improving students’ grammatical accuracy through communicative and contextual methods enhances speaking performance. Recommendations include integrating grammar teaching into speaking tasks, increasing metalinguistic awareness, and providing focused support on frequent error types. This research contributes practical insights to EFL pedagogy, particularly within the Libyan educational. The sample included 10 teachers and 30 third-semester students. Data collection relied on semi-structured interviews and spoken performance analysis
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