الفهرس 
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Abstract
The present study aimed at detecting the most common grammatical errors which Saudi EFL learners make in the English Language Department at Qassim University in their writings and investigatingthe extent of feedback strategy and the rectification of grammatical errors on the accuracy of EFL learners grammatical writing. The most common grammatical errors which were found in EFL learners’ essays included four main areas: Grammar rules, sentence structure, word choice, and mechanics of writing. These errors were categorized and tabulated according to their frequency in EFL learners’ essays. The study used three modes of written corrective feedback; namely, direct feedback, direct with explicit corrective comments and indirect feedback. Instruments designed and used in the current study were a proficiency grammar writing test, an analytic scoring rubric, and a writing performance test. The present study adopted a one-group pretest-posttest design which measures scores before and after the treatment of the former modes. The data revealed that the female EFL learners at Qassim University make different types of grammar errors in writing, and most of these errors were due to intralingual transfer (interference).Furthermore, the results of the present study showed that there were statistically significant differences between the mean scores of the study group in the grammar writing proficiency test and the performance writing tasks test. In light of these results, the study suggested some pedagogical implications. The most important pedagogical implications were that brochures of English writing conventions should be provided to EFL learners alongside lectures of writing course andEnglish grammar should be taught both deductively and inductively.