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In foreign language learning, writing represents a significant challenge within the process of linguistic development, as students must be able to express their ideas clearly and coherently while demonstrating the morphosyntactic knowledge they have acquired. Within this framework, the present study aimed to describe the different types of morphological and syntactic errors found in the English writing of students enrolled in the Bachelor’s Degree in English. A quantitative, descriptive, non-experimental cross-sectional design was implemented. Participants were asked to write a five-paragraph essay on a topic of their choice. The collected texts were analyzed by identifying, categorizing, and quantifying morphological and syntactic errors. The findings indicate that syntactic errors outnumber morphological ones (60.2% vs. 39.8%). Additionally, four out of every ten errors show direct influence from Spanish (L1). Although these errors primarily affect fluency, they do not significantly hinder overall comprehension. It is concluded that students experience greater difficulties at the syntactic level in their English writing, highlighting the need to implement pedagogical strategies aimed at fostering greater structural accuracy
