A Comparative Study of Academic Writing Errors Among EFL and ESL MA English-Major Students From Arabic-Speaking Backgrounds

Abstract

English academic writing reveals an intricate interconnection among linguistic, cultural, and affective challenges for Arabic-speaking postgraduate students who are studying English as a foreign language (EFL) or English as a second language (ESL). The theoretical framework of the current study drew on three models, namely Interlanguage Theory, Surface Strategy Taxonomy, and sociocultural theory. The distinct domains of cultural rhetoric, constant error patterns, and academic writing anxiety among Arabic-speaking EFL and ESL postgraduate students were examined in this study via a convergent, parallel mixed-methods design consisting of semi-structured interviews (qualitative approach) combined with descriptive statistics (quantitative approach). The thematic analysis highlighted six overarching themes, namely structural errors, first language (L1) interference, academic anxiety, the utilization of Artificial Intelligence (AI) tools, responses to evaluations, and cultural-rhetorical gaps. The analysis was based on valuable insights obtained from the interlocking triad in which linguistic fossilization aggravated affective anxiety, which was influenced by rhetorical norms. The distinct yet correlated contextual divergence of EFL versus ESL contexts revealed fossilized grammatical errors, dependency on AI tools, and writing anxiety in an EFL context and difficulty with rhetorical adaptation in an ESL context. In brief, the study’s findings suggested a practical framework for academic writing in English supported by scaffolding, writing practice, digital literacy, immersion in rhetoric, and affective support.