Abstract
The aim of this research is to identify the frequency and the types of grammatical errors that are committed by the students in their written English at the higher secondary level in Bangladesh. To conduct the investigation a procedure of mixed method, which include both qualitative and quantitative approach, has been followed in order to get clear and fuller picture of higher secondary level students’ grammatical errors. The samples have been taken from the paragraphs and essays written by 40 students in both class and exam set up. My research has helped me in figuring out the reasons behind their errors. Six teachers of these forty students have been interviewed to seek the answers to questions as to why learners commit such errors in spite of twelve years of formal education The questionnaire part in my research focuses both on the perspectives of teachers and students regarding this issue. The findings of the research reveal that committing grammatical errors is an obvious process of learning. This research will help the educators and researchers in figuring out why and how the grammatical errors occur at the higher secondary level students’ written English and will also provide recommendations for reducing them
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