Abstract
This study investigated the most prevalent written grammatical errors among English Second Language (ESL) students in the Faculty of Engineering and the Built Environment (FEBE) at the University of Johannesburg, the factors contributing to these errors, and possible pedagogical strategies to address them. A mixed-methods approach was used, combining quantitative survey data, qualitative interviews, and document analysis of student reports to provide a comprehensive understanding of the issue. The findings revealed that students struggle most with punctuation, tenses, subject–verb agreement (concord), article usage, and the appropriate use of active and passive voice. These errors were found to stem primarily from weak educational foundations, first-language interference, limited practice and exposure to formal English, over-reliance on grammar tools, and psychological factors such as anxiety and overthinking. The study further identified effective strategies for improvement, including regular writing practice, targeted grammar instruction, constructive feedback from lecturers and peers, and participatory learning methods. Integrating grammar-focused workshops, practical exercises, and supportive learning environments was also recommended to build confidence and long-term grammatical competence. The findings contribute to a deeper understanding of language challenges among ESL students in technical disciplines and highlight the importance of embedding structured grammar support within university programmes to enhance academic writing proficiency and overall communication skills.