Akinade, Oluwatimilehin Amos2024-09-242024-09-242023https://hdl.handle.net/20.500.14069/712Context: This study was conducted at Ijebu Igbo Girls' Grammar School, Ogun State, Nigeria, with Junior Secondary School students aged 12-14. It explores the errors in essay writing among students with limited exposure to private education and reliance on public schooling resources. Aims: To identify the types of errors students make in essay writing, understand the reasons behind these errors, and develop strategies to improve their writing skills. Methods: The research employed classroom observations, focus group interviews with 18 students and five colleagues, and reflective writings to gather data on students' essay writing errors and attitudes towards writing. Findings: Students exhibited a lack of skills in essay writing, demonstrated poor reading habits, and showed anxiety towards essay writing. Errors included out-of-context points, grammatical mistakes, and improper punctuation. Interventions such as developing essay outlines, practice demonstrations, encouraging peer feedback, and exposing students to grade-level readings improved students' essay writing skills. Implications: Effective essay writing instruction may require a focus on structure, confidence building, and extensive reading, along with clear guidelines, scaffolding of learning, and promotion of peer support to enhance students' writing abilities and reduce anxiety.enenglish as a foreign languageessay writingexploratory action researchResearch Report