Common Errors in Written Expression among Secondary School Students from the Perspective of Arabic Language Teachers and Methods of Remediation

Abstract

This study aimed to diagnose common errors in the written expression performance of preparatory stage students from the perspective of Arabic language teachers in Diyala Governorate, and to propose remedial measures. Adopting a descriptive survey methodology the researcher developed a closed-ended questionnaire comprising (38) indicators distributed across five main domains: grammatical, orthographic, morphological, stylistic, and semantic. After verifying its face validity and pedagogical suitability the instrument was administered to a random sample of (100) male and female teachers in the Al-Khalis Education Department during the (2024–2025) academic year Data were statistically analyzed using SPSS to calculate weighted means and relative weights.The results revealed variation in teachers’ ratings of written expression errors. The morphological domain recorded the highest mean rating across domains (2.465 on a three-point scale). At the item level, incorrect word joining and separation ranked first, with a weighted mean of 2.69 and a relative weight of 89.7%, whereas confusion between tanween and the letter nūn ranked last, with a weighted mean of 1.21 and a relative weight of 40.3%. The study proposed a comprehensive remedial framework centered on transitioning toward active learning strategies (such as guided imagination and the interactive storytelling approach), activating inter-branch integration to link grammar and orthography directly to written performance, and selecting writing topics that resonate with students' realities and interests, while emphasizing guided reading to enrich their lexical and intellectual repertoire.