Asst.Prof Wantanee Saengklaijaroen

   The aims of this research were to analyze English grammatical errors, to study and compare levels of writers’ perception towards their English grammatical errors in writing, and to study and compare English writing strategies. Samples are 11 high proficiency, 23 intermediate proficiency and 12 low proficiency English-major students of Liberal Arts Program who enrolled in the Pre intermediate Writing course. The instruments used in this research were questionnaires of writers’ perception towards their English grammatical errors in writing and questionnaires adapted from Oxford’s Strategy Inventory for Language Learning Version 7.0. Statistics involved were frequency, percentage, mean, standard deviation, and One way ANOVA. 

            The results of this research were as follows :

1. For the high and intermediate proficiency students, types of grammatical errors found in their essays with the most frequency were the error of omission, followed by the error of addition, missformation and misordering, respectively. For the low proficiency students, types of grammatical errors found in their essays with the most frequency were the error of omission, followed by the error of missformation, addition and misordering, respectively.


2. All aspects of writers’ perception towards their English grammatical errors in the writing of high, intermediate and low proficiency students were at a moderate level.


3. The perceptions of high, intermediate and low proficiency students towards their English grammatical errors in writing were not statistically significant at .05.


4. The use of English writing strategies of high proficiency students was at a high level except the memory strategy which was at a moderate level. For intermediate and low proficiency students, their use of all English  writing strategies was at a moderate level.


5. The English writing strategies of high, intermediate and low proficiency students were not statistically significant at .05.