Abstract:
This study aims at investigating grammatical errors encountered secondary schools English language students in writing composition .The study adopted the Descriptive Analytical Method of research . The researcher designed for his instrumentation a test on writing composition for the students in addition to a questionnaire for ELT teachers . The writing composition test aimed measuring the students' abilities in dealing with the difficulties posed by grammatical errors . It was administered to a total sample of 250 students . The ELT teachers' questionnaire on other hand , aimed at assessing the ELT teacher' perspectives and views on the relevance of writing composition and to the learning and teaching writing . It was administered to a total sample of 40 ELT teachers at the secondary schools . The above mentioned tools are to used the criteria of validity and reliability .
The researcher raised four key questions about the grammatical errors in writing composition . Moreover , four hypotheses were formulated corresponding to these questions .
The findings revealed low abilities in using the correct grammatical rules in writing composition .
In light of the findings of the study the researcher recommended students should learn grammar in meaningful context , teachers should make more efforts to develop students' abilities in writing .
Finally , the researcher suggested assessing the teachers' attitude towards the teaching writing skill . He also proposed conducting research to investigate the effect of writing composition in secondary schools .
