Abstract:

Writing proficiency is essential for academic success, yet many first-year university students struggle with persistent writing errors that hinder effective communication. In Ghana, previous studies have largely described error types, such as grammatical and mechanical mistakes, without adequately examining the background factors that contribute to them. The study sought to address this gap by exploring the extent to which school category, home language, admission route, and reading habits influence writing errors among first-year university students. A mixed-methods design was employed with data from questionnaire responses (n=120), semi-structured interviews (n=10), and student essays (n=120). The questionnaires were analysed quantitatively, while a qualitative thematic analysis was used for the interviews and the essays. The findings showed that reading habits negatively correlated with error frequency, while admission route influenced confidence and organization of essay. Thematic analysis of the essays showed recurring grammar and cohesion difficulties, together with spelling and punctuation errors. The findings further showed that emerging patterns of writing errors were not random but linked to students’ educational and linguistic backgrounds. The study contributes to higher education research by identifying background factors that shape writing difficulties and suggesting directions for targeted interventions. Recommendations include strengthening reading-culture initiatives, providing differentiated support for mature entrants, and aligning curriculum design to bridge disparities across school categories. Ultimately, the study underscores the need for holistic, context sensitive approaches while providing insights to guide educators and policymakers in developing effective strategies to enhance student writing proficiency.

Keywords:

Academic writing errors, English second language, University students, Reading habits.