Journal of Modern Education Review, ISSN 2155-7993, USA December 2014, Volume 4, No. 12, pp. 1038-1053 Doi: 10.15341/jmer(2155-7993)/12.04.2014/006  Academic Star Publishing Company, 2014 http://www.academicstar.us 1038 Error Correction in EFL Writing: The Case of Saudi Arabia, Taif University Naif Althobaiti (Department of Foreign Languages, Taif University, Saudi Arabia) Abstract: This exploratory study is a part of a larger project which explores and investigates Saudi EFL tertiary students’ deficiency in writing. Specifically, it investigates students’ written errors, their views, teachers’ views, and teachers’ practices. The purpose is to recommend and design an appropriate remedial course. Also, it aims to obtain a deeper understanding of written errors and to prescribe an appropriate remedy. As a first step to achieve these aims, the current study investigates the students’ writing errors in the Foreign Language Department (FLD) at Taif University. The participants in the study are 60 students at two levels of proficiency: advanced students (N = 30) and beginner students (N = 30). Both groups of students were asked to write about six selected topics throughout the semester. Having collected the data, the students’ writings were coded and analyzed according to the linguistic and surface structure taxonomies. The results revealed that both groups showed numerous errors in their writings. Some types of errors were shared, whereas others were completely different types of errors and not shared. Grammatical errors were the most frequent in both groups’ productions. Also, both groups reported rather mixed results with regard to written errors and their sources. This showed that written errors are not predictable, even within the same context. The current study paves the way for future studies in the sense that it provides greater insight for the researcher to question the teachers’ and students’ views and preferences for error correction strategies and practices. Key words: EFL writing, tertiary education, error correction, error types, Saudi Arabia, error analysis, surface structure taxonomy 1. Introduction No one would doubt the importance of writing as a means of communication in all types of professions (Truscott, 2013). Writing has been considered as an important means of communication in academic contexts (Ferris, 2013). This importance is further emphasized when investigating EFL teaching/learning contexts (Tang, 2012). Its importance springs from its being a primary means by which students are able to show their progress and academic development to their teachers (Javid & Umer, 2014). If they fail to express their thoughts and opinions clearly, this may be interpreted as a sign of academic weakness. Thus, English as a Second Language (ESL) and EFL writing researchers have conducted many studies to investigate the importance of writing for their students (e.g., Bitchener, 2013; Ellis, 2010; Sheen, 2012). Interestingly, most of these studies are in agreement that EFL students’ writing appears weak and poor (Mahmoud, 2014). EFL students in the Arab world and Saudi Naif Althobaiti, Ph.D., Assistant Professor, Department of Foreign Languages, Taif University; research areas/interests: written error correction, oral error correction, SLA, community of practice: professional development of English educators, and professional learning communities. E-mail: althobaiti@tu.edu.sa.