Grammatical errors in the written exercises of JHS1 students of Njau-Tanoso RC JHS in the Tain District

Abstract

The purpose of this study was to examine the types, causes, and implications of grammatical errors in the written exercises of JHS1 students at Njau-Tanoso R/C Junior High School in the Tain District of Ghana. Using a qualitative approach, the researcher analyzed written samples from students and conducted interviews with English language teachers to gather data. Widespread grammatical faults were found, including problems with subject-verb agreement, inconsistent tenses, overuse of articles, incorrect use of prepositions and pronouns, sentence fragments, punctuation and spelling, and interference from the mother tongue. Poor teaching methods, little exposure to standard English, a lack of feedback, and inadequate basic knowledge were blamed for these mistakes. The study came to the conclusion that these grammatical problems are systemic and need to be fixed by integrating digital learning resources, improving curricular focus, training teachers, and providing explicit grammar teaching. Grammar instruction is advised as a fundamental part of language instruction. The study adds to the body of knowledge on second language learning in educational environments with limited resources and has policy implications for curriculum reform, teacher preparation, and resource allocation.