Abstract

Proficiency in inflectional suffixes, such as “-ed,” is fundamental for mastering English grammar, yet it remains a persistent challenge for many English as a Foreign Language (EFL) learners, particularly among Arab students. This study investigates the difficulties faced by 100 Libyan elementary school students in Malaysia in using the “-ed” suffix for past tense and past participle forms. Grounded in Vygotsky’s Sociocultural Theory (1978) and employing a mixed-method approach, the research identifies the types, frequency, and causes of errors. Quantitative analysis reveals a low proficiency level, while qualitative findings highlight frequent errors linked to overgeneralization and a limited understanding of specific grammatical rules. These challenges are attributed to ineffective teaching strategies prevalent in Libyan schools in Malaysia. The findings emphasize the need for targeted instructional interventions and the integration of communicative language teaching (CLT) practices to address these deficiencies. By shedding light on these issues, the study offers valuable insights for designing pedagogical approaches that enhance learners’ mastery of “-ed” inflectional suffixes and overall grammatical proficiency.

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