Common Errors in Paragraph Writing Among Vietnamese EFL Undergraduate Students: A Case Study

Abstract

This study examines common errors in paragraph writing among undergraduate students at Ho Chi Minh City University of Industry and Trade (HUIT), Vietnam, within the context of English as a Foreign Language (EFL) education. Employing a mixed-methods approach, the research identifies error types, explores their causes from student and lecturer perspectives, and proposes instructional strategies to enhance writing proficiency. Data were collected via surveys, interviews, and analysis of written assignments from HUIT students enrolled in General English courses. Findings reveal that grammatical errors, particularly article misuse and incorrect verb forms, dominate, followed by lexical, spelling, and punctuation errors. Causes include interlingual transfer from Vietnamese, carelessness, and inadequate learning. The study underscores the need for targeted pedagogical interventions, such as explicit grammar instruction and vocabulary development, to address these challenges. Implications for EFL teaching in Vietnam emphasize error analysis as a tool for improving writing skills, contributing to broader communicative competence.