The English language is not merely a foreign language in many countries but also a second language of which Jordan is not exempted. Beyond a conversational language, it is indeed an international means of discussing business, conveying information to a large number of people, communicating foreign policies and talking about global politics. People mostly speak, read, listen and write in the English language as it has many users globally. The current study is mainly concentrating on English writing skills among English language learners at Jordan schools. Hence, the study unveils English language learners’ writing skills, exposes their performances and level of proficiency, then recommends how error could be a strategy for enhancing learners’ English writing skills. The study discovers Jordanian learners commit all sorts of errors without the exclusion of grammatical errors in writing. These errors are either interlingual or intralingual in nature, and the learners were rated and graded poorly following their weak performances in writing tasks. Toward exploring for solutions, a qualitative design approach was employed and each student was asked to compose an essay of 250 words in 40 minutes. Additionally, teachers were interviewed to give reasons why students commit errors and were asked to proffer solutions on how to overcome the problem. The why and how question was approached using 2 teachers and 20 students at Jordan schools respectively for the interview and writing task. The results reveal that the errors committed by Jordanian students may either be semantic, lexical, syntactic or morphological. The study shows that these errors would persist among English language learners if syllabus materials remain inadequate; the teaching methods remain traditional; classroom cultural engagements are not embraced; and writing tasks are not strictly encouraged. It is hoped that syllabus designers encourage communicative approach for English language learners, train inexperienced English teachers, review teaching methods and engage learners with writing tasks in the curriculum.
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