This study investigates verb usage errors in the writing of Malaysian university students. It is a common

challenge among English as a Second Language (ESL) students. By employing an error analysis framework on

fifteen students' assignments, 156 verb-related errors were identified. The errors were categorised into six

Writing is one of the essential skills required to master a language. Compared to other skills such as reading,

listening, and speaking, writing is often regarded as the most challenging to acquire, particularly from the

perspective of second language acquisition (Mehat & Ismail, 2021). Brown (1994) explained that writing

requires individuals to transform their ideas into written words, a process that demands both linguistic and

Given the significant role of writing in second language acquisition, numerous studies have examined this skill.

One area that has attracted considerable scholarly attention is error analysis in writing. In general, error analysis

refers to the process of identifying errors in written discourse with the aim of providing corrective feedback (Md

Yazid et al., 2023). Scholars consider error analysis a valuable tool in teaching and learning as it benefits both

mastered the necessary skills to use verbs appropriately in English. Studies have also noted that certain verb

forms, such as phrasal verbs, add to the complexity and pose further challenges for learners (Kamarudin et al.,

2017). As a result, language learners, especially English as Second Language (ESL) learners often struggle to

Similar issues are observed among Malaysian university students. Many Malaysian universities use English as

the primary medium of instruction, and students are therefore expected to write accurately in English across a

range of academic tasks. Despite this expectation, Malaysian students continue to struggle with using verbs

correctly. Stapa and Izahar (2010) found that Malaysian postgraduate students committed frequent errors in their

writing, particularly in subject–verb agreement. Similarly, Singh et al. (2017), in a case study, reported that verb

of error in English usage, particularly among non-native speakers. Hence, error analysis is being utilised widely

to investigate errors in verb usage. The focus of such studies is commonly to investigate the common errors

made by non-native speakers, especially in writing. Findings of error analysis studies are valuable in

Recent studies on error analysis in English consistently show that verb-related mistakes are among the most

frequent difficulties faced by learners. An analysis of secondary English as Foreign Language (EFL) students'

narrative essays by Kangani et al. (2024) revealed that errors in verb tense and subject–verb agreement (SVA)

dominated the grammatical error profile. Learners often struggled with maintaining tense consistency when

Similarly, a learner corpus study in Turkey by Gazioğlu and Aydin (2024) reported that verb errors constituted

assisted in mastering the English language grammar, especially verb usage, as this will help them produce better

A similar study was conducted by Altabaa and Zulkifli (2024). They conducted error analysis on Malaysian

undergraduate dissertations. Based on the analysis, it was found that the students have difficulty using verbs

when it comes to different tenses. Although this was not the most common error identified in the analysis, it is

still considered one of the issues found in the dissertation. The researcher suggested an intervention to help

Building on these findings, it is evident that verb usage continues to pose significant challenges for non-native

speakers of English. As such, scholars recommend employing error analysis to understand the root causes of

these errors better and to design effective pedagogical interventions. Another common note from the studies is

(ii) identification of errors, (iii) description and classification of errors, (iv) explanation of errors, and (v)

In line with this procedure, data for this study were collected. Data were collected from written assignments

produced by Malaysian university students. The task was an individual assignment in which students were

instructed to provide a short written response to a question based on a short story they had previously read.

Convenience sampling was employed, with the writings gathered from students in the same class. In total, fifteen

then identified with reference to prior studies (e.g., Gazioğlu & Aydin, 2024; Kangani et al., 2024; Altabaa &

Zulkifli, 2024). The identified errors were subsequently classified into distinct categories and tabulated for clarity

Thereafter, the errors were evaluated to determine how they occurred and to illustrate them with examples drawn

The error analysis revealed a total of 156 errors across the students' writings. These errors were classified into

six major categories, namely: (i) wrong auxiliary/modal + verb form, (ii) wrong tense (past/present mismatch),

Among the errors detected, the most frequent error type was wrong auxiliary/modal + verb form, accounting for

43 instances (27.6%). Errors in this category included incorrect verb forms following modal verbs and

auxiliaries, such as “He used to worked as a bus driver” and “willing to left his easy life...”. For this error,

were “Bala goes to temple”. Instead of goes, students should use the word went as they are describing something

by 21 cases (13.5%), where students often omitted required auxiliaries. An example of such error is as follows:

These findings indicate that errors involving auxiliary verbs and tense usage form the largest proportion of

mistakes, suggesting that students face persistent challenges with core grammatical structures that are central to

structure of a students’ L1 may become intertwined with the structure of English among ESL students in writing.

In their study, Pudin et al. (2020) found that approximately 25% of the errors were attributable to L1 interference,

including errors with auxiliary verbs. Mehat and Ismail (2021) had similar notion when they stated that L1 can

Another possible explanation for verb usage errors is offered by Apse and Farneste (2014), who noted that

students may lack sufficient knowledge and information about verb use. As a result, they often develop

misconceptions about the correct application of verb forms. Singh et al. (2017) echoed a similar notion, stating

examples highlighted, such as "He used to worked as a bus driver" and "They not happy", illustrate how even

The findings are consistent with international and local studies, which consistently report that verbs remain one

of the most persistent sources of error among non-native English writers (e.g., Kangani et al., 2024; Gazioğlu &

Aydin, 2024; Mehat & Ismail, 2021). The persistence of these difficulties, despite years of formal instruction,

suggests that verb usage poses not only a linguistic challenge but also a cognitive one, often exacerbated by first

language interference. In line with prior studies, the evidence here points to the urgent need for targeted

pedagogical interventions that emphasise tense consistency, subject–verb agreement, and accurate

From a pedagogical standpoint, these findings highlight the importance of designing classroom practices that

Similarly, Segaran and Hashim (2022) discovered that online quiz platforms were highly effective in improving

ESL learners’ grasp of grammar. Learners also viewed these platforms positively, which contributed to a more

Integrating theory with practice through technology-based interventions can therefore enhance students’ mastery

of English verbs. Studies have shown that tools such as Kahoot! and TikTok improve learners’ grammatical

accuracy and engagement (Idris et al., 2020; Segaran & Hashim, 2022; Anumanthan & Hashim, 2022). These

platforms make learning more interactive and motivating, underscoring the vital role of technology in supporting

Furthermore, by adopting such technology-driven tools, educators can not only reduce recurring verb errors but

difficulties among ESL learners, as this would provide valuable insights for developing more effective