Abstract
This analytical study was conducted through a mixed-method approach, and a test related to present tenses' active and passive was taken from the BS students. Through open-ended questionnaires, their experiences and problems faced in the learning of present tenses were taken. The analysis of students' errors was conducted using Corder's (1981) conceptual framework, and test results were calculated and analyzed using Dulay, Burt, and Krashen's (1982) surface structure taxonomy, which reflects that students still face issues in their writings skills and make errors related to present tenses as statistical analysis of present tenses' test manifests that students make errors of omission and misinformation related to lexical and auxiliary verbs, subjects, pronouns, subjectverb agreement etc. The percentage of errors of addition and disordering was not high as compared to other errors (omission and misinformation), and the causes of such intralingual errors were ignorance of rules restriction and false concept hypothesis.
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