Abstract

This study examines structural errors in academic writing among first-year Bachelor of Secondary Education (BSEd) English major students in selected universities in Eastern Pangasinan. It focuses on five error types—misformation, addition, omission, misordering, and misspelling—and explores the cognitive challenges behind them. A convergent parallel mixed-methods design was used, combining quantitative and qualitative approaches. For the quantitative phase, 227 students were selected through stratified random sampling and asked to write a 300-word academic essay. These essays were analyzed using structured error analysis, with frequency and percentage used to assess proficiency. For the qualitative phase, twelve students with high error frequency were interviewed to uncover cognitive issues. Thematic analysis, supported by Voyant Tools, revealed recurring linguistic patterns. Misformation (25%) was the most common error, followed by omission (22%), addition and misspelling (18% each), and misordering (17%), indicating moderate proficiency. Interviews highlighted challenges such as limited grammar knowledge, first language interference, overcompensation, and cognitive overload. Although limited by self-reported data and the focus on first-year students, the study emphasizes the need for targeted interventions. It recommends improved grammar instruction, structured sentence-building tasks, and vocabulary enhancement in English as a Second Language (ESL) academic writing curricula.