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Grammatical Competence in EFL Learners: A Quantitative Study on the Misuse of 'To Be' at University Level

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 3 (2025) · pp. 826–831

DOI
10.34050/els-jish.v8i3.44320
ISSN
2621-0835, 2621-0843
Published
2025-09-05
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Developing grammatical competence is crucial to mastering the English language because it enables learners to construct precise and meaningful sentences in both written and spoken contexts. The verb to be is one of the most significant grammatical elements since it can serve as a primary verb, an auxiliary verb, or a copula. However, EFL learners frequently struggle to use it appropriately, which frequently leads to errors in sentence construction, tense formation, and subject-verb agreement. Both their general language acquisition development and their academic writing abilities may suffer as a result of these persistent problems. In light of these issues, this study investigates the grammatical competence of university-level EFL (English as a Foreign Language) learners, focusing specifically on the misuse of the verb to be. The research employs a quantitative approach involving grammar tests and written analysis from fourth semester of English education students of Sekolah Tinggi Keguruan dan Ilmu Pendidikan Abdul Mujib Laewang Dampal Selatan. Results reveal frequent errors in subject–verb agreement, tense usage, and sentence structure, with misformation and omission being the most common error types. The findings suggest a need for more targeted grammar instruction and continuous practice in academic writing.

Keywords

Collaboration network of the authors

6 authors · 8 co-authorship links · 4 across different organisations

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  • Khairun University
  • Sekolah Tinggi Keguruan dan Ilmu Pendidikan Dampal Selatan
  • Tadulako University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Aulia DwiyantiKhairun University2
Sri Ayu Budi LestariKhairun University1
Novita PratiwiTadulako University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Grammatical Competence in EFL Learners: A Quantitative Study on the Misuse of 'To Be' at University Level</dc:title>
	<dc:creator xml:lang="en">Octasary, Magvirah</dc:creator>
	<dc:creator xml:lang="en">Nahdawati, Nahdawati</dc:creator>
	<dc:creator xml:lang="en">Widyasti Anwar, Indry</dc:creator>
	<dc:subject xml:lang="en">Grammatical</dc:subject>
	<dc:subject xml:lang="en">Competence</dc:subject>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:subject xml:lang="en">To Be</dc:subject>
	<dc:description xml:lang="en">Developing grammatical competence is crucial to mastering the English language because it enables learners to construct precise and meaningful sentences in both written and spoken contexts. The verb to be is one of the most significant grammatical elements since it can serve as a primary verb, an auxiliary verb, or a copula. However, EFL learners frequently struggle to use it appropriately, which frequently leads to errors in sentence construction, tense formation, and subject-verb agreement. Both their general language acquisition development and their academic writing abilities may suffer as a result of these persistent problems. In light of these issues, this study investigates the grammatical competence of university-level EFL (English as a Foreign Language) learners, focusing specifically on the misuse of the verb to be. The research employs a quantitative approach involving grammar tests and written analysis from fourth semester of English education students of Sekolah Tinggi Keguruan dan Ilmu Pendidikan Abdul Mujib Laewang Dampal Selatan. Results reveal frequent errors in subject–verb agreement, tense usage, and sentence structure, with misformation and omission being the most common error types. The findings suggest a need for more targeted grammar instruction and continuous practice in academic writing.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-09-05</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/44320</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i3.44320</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 3 (2025): SEPTEMBER; 826-831</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/44320/13322</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Magvirah Octasary, Nahdawati, Indry Widyasti Anwar</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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