Concord Errors in the Written English Composition of Libyan University Undergraduates

الملخص

The global spread of English has positioned it as a dominant lingua franca across domains such as education, science, business, and international communication. In the Arab world, including Libya, English functions primarily as a foreign language; yet, many learners encounter significant challenges in mastering its grammatical structures. This study investigates concord errors in the written English compositions of Libyan undergraduate students from Fezzan University and the University of Tripoli. Drawing on Error Analysis Theory, Interlanguage Theory, and aspects of Systemic Functional Grammar, the study identifies, classifies, and explains patterns of concord errors in students’ essays. Data were obtained from 2,800 essays written in response to the topic “The Pros and Cons of Globalization.” Using both qualitative and quantitative methods, 2,828 concord errors were identified across five categories: subject–verb agreement, pronoun–antecedent agreement, modifier–noun agreement, notional concord, and proximity concord. Subject–verb concord errors were the most frequent (41.2%), followed by pronoun–antecedent errors (22.7%) and modifier–noun errors (18.0%). A comparative analysis across the two universities revealed similar error patterns, indicating common challenges in English language learning within the Libyan EFL context. The findings suggest that many errors stem from first language transfer, intralingual factors, and incomplete mastery of English grammatical rules. The study highlights the need for targeted grammar instruction and integrated writing practice in Libyan university EFL classrooms.