FROM ERRORS TO INSIGHTS: ENHANCING CRITICAL WRITING SKILLS THROUGH ERROR ANALYSIS

The ability to write critically and persuasively is a cornerstone of academic literacy, yet it remainsone of the most challenging skills for English as a Foreign Language (EFL) learners. This studyinvestigates how error analysis can serve as a pedagogical tool for enhancing critical writing skillsamong undergraduate students. Drawing upon 80 essays produced by 40 EFL learners in bothexpository and argumentative genres, the research employed a qualitative descriptive designsupported by quantitative analysis of error frequencies. Errors were categorized using a combinedframework of grammatical, lexical, syntactic, and discourse-level classifications. Semi-structuredinterviews with 10 participants complemented the textual data, providing insights into learners’perceptions and reflections on their writing practices.The results revealed a total of 1,560 errors, with grammatical errors being the most prevalent,followed by lexical, syntactic, and discourse-level issues. While expository essays contained moresurface-level errors, argumentative essays exhibited greater discourse-related challenges,particularly in coherence, cohesion, and argument development. Students’ reflections indicated ashift in perception: rather than viewing errors as failures, they began to see them as opportunitiesfor learning and self-improvement. This transformation underscores the dual value of erroranalysis—not only as a diagnostic tool for identifying linguistic weaknesses but also as a reflectivepractice that fosters metacognitive awareness and critical engagement.The study concludes that systematic error analysis can empower learners to move “from errors toinsights,” bridging the gap between accuracy and criticality in academic writing.