Abstract

The study investigates the types and sources of errors that English as a Foreign Language (EFL) learners at Albanian High School in the Republic of North Macedonia make in their writing due to first-language interference. The study used a mixed-method research design, with a structured questionnaire and a writing task. As revealed by the findings of this study, the most prevalent types of errors were grammatical and lexical, with syntactic errors being less common. The leading causes of these errors were found to be the transfer of first-language structures, a lack of knowledge of English grammar, incorrect translation of single words, and a misuse of English grammar. The findings of the study can be utilized to develop instructional materials and teaching strategies that target specific varieties of errors caused by first-language interference. Additionally, the findings of the study can contribute to a better understanding of how learners learn a foreign language and the cognitive processes involved in language learning. The findings can be integrated to help develop instructional materials that target specific categories of errors caused by first-language interference. Finally, the study is envisaged to contribute to a better understanding of first-language interference in EFL writing and to inform the development of effective teaching practices and materials that address this challenge for EFL learners.