Résumé:
This study investigates the effect of Arabic linguistic structures on second-year Algerian EFL students academic writings at the Department of English, University of Mohammed Seddik Ben Yahia, Jijel. It ai ms to determine the common writing difficulties among students and to discuss learners' perceptions regarding the impact of the first language (L1) on second language (L2) writing. To this end, a mixed-methods research approach was adopted: a questionnaire was administered to 44 students in their first language (English) on their writing ability. In addition, 25 second-year EFL students at the same department were requested to write paragraphs to reveal the key types of errors they committed. The findings from both the questionnaires and paragraph analysis indicate that second-year EFL students commit errors in grammar, sentence structure, punctuation, aspect and verb tenses. The main cause of these errors appears to be the influence of their native language (Arabic) in writing. The data supports the research hypothesis and illustrates the central role of L1 interference on writing among EFL students. The educational conclusions refer to the need for certain instruction inducing cross-linguistic influence awareness and establishing productive English writing mechanisms. Additionally, the research tools show that second-year students primarily rely on Arabic instead of English during their writing process.
