Analysis of Grammatical Errors in Arabic Students? Spanish Writing Skills

Objectives: This study investigates the grammatical errors produced by Arabic-speaking learners in Spanish writing tasks. The objective is to identify the most frequent error types, trace their linguistic sources, and explore pedagogical solutions that may assist instructors in teaching Spanish as a foreign language. Methods: The research employed a mixed-method design, combining essay analysis, structured questionnaires, and semi-structured interviews. Data were collected from 50 Spanish language instructors who evaluated learners? writing samples. A frequency-based error analysis was used to classify and interpret the mistakes in relation to cross-linguistic interference. Results: Findings revealed that the most common errors involve incorrect noun?article agreement, possessive adjectives, and gender/number mismatches. Verb-related mistakes, such as tense miscalculations and missing linking verbs, formed the second category of errors. Prepositional misuse, largely attributed to structural differences between Arabic and Spanish, ranked third. The study confirmed that native language interference remains the main source of grammatical difficulties. Conclusions: The results highlight the urgent need for specialized grammar instruction, contrastive teaching approaches, and authentic academic materials adapted for Arabic learners of Spanish. The study provides evidence-based