Investigating Saudi EFL Students' Spelling Errors at Tertiary Level: A Case Study, Al-Baha University, College of Arts & Humanities

This study investigated spelling errors produced by students in the Department of Foreign Languages, College of Arts and Humanities at Al-Baha University. Using a mixed qualitative and quantitative approach, written samples from twenty-five male students were analysed to identify common error types. Cook’s (1999) Classification was used to categorise the errors into omission, substitution, addition, and transposition. The analysis revealed 350 spelling errors involving vowels and consonants. Overall, omissions and substitutions were the most frequent, with 153 omissions and 145 substitutions, followed by 53 additions and 44 transpositions. Vowel errors included 95 omissions, 75 substitutions, 31 additions, and 27 transpositions, while consonant errors consisted of 58 omissions, 70 substitutions, 22 additions, and 17 transpositions. These findings demonstrate that learners face persistent challenges with English spelling, particularly due to the irregular relationship between spelling and pronunciation. The results further indicate that inconsistent spelling patterns contribute to confusion and recurring errors. The study recommends providing focused instruction, explicit attention to common spelling patterns, and varied practice to enhance students’ accuracy and confidence in writing. Strengthening learners’ awareness of sound–letter correspondences and exposing them to frequent spelling patterns may help reduce errors and support overall writing development in academic and general writing tasks.