This paper aimed to analyze the writing errors of second-year University students at FLSL. It sought to examine the students’ writing and identify the types of errors they made while writing in English. The researcher utilized qualitative research and a case study design to collect and analyze the data. Convenience sampling technique was employed to select the study participants, with the instrument being the students’ written compositions. Forty-six (46) FLSL undergraduate students’ written composition scripts were collected and analyzed. The analysis focused on identifying all types of errors in the students’ writing and determining the sources of these errors. The research findings indicated that FLSL students encounter difficulties in grammar, vocabulary, and spelling. The study also revealed that the errors made by FLSL students originated from two main sources: interlingual errors and intralingual errors. Word-for-word translation emerged as a significant cause of errors among FLSL students. The data highlighted that literal or word-for-word translation was the predominant source of errors. Additionally, the students were found to make numerous intralingual errors, such as omissions and additions. Based on the results, this paper recommends that teachers provide FLSL students with constructive feedback to help them improve their writing skills. It is hoped that the findings of this study will assist teachers and learners in achieving their writing objectives. Keywords: Error analysis, EFL writing, FLSL students, writing