Abstract
This study compares the effectiveness of English as a Foreign Language (EFL) academic writing instruction in South Korea and Kazakhstan, aiming to identify statistically significant differences in grammatical error frequency and types among university students. Through case studies at two private universities, the research combines descriptive data (academic catalogs, program guides) with a detailed grammatical error analysis. Semester-long data collection involved categorizing prevalent grammatical error types among university students in each country using the grammatical system, followed by an assessment of their pedagogical implications. Findings reveal distinct programmatic emphases: while Kazakhstani programs provide separate writing courses, Korean programs integrate writing components into broader English communication courses. Error analysis indicated that Korean students exhibited significantly higher error rates in areas such as article usage, preposition choice, punctuation, verb formation, and word choice. These differences potentially reflect the impact of varying curriculum structure, writing instructional methodologies, and the differential integration of technology-enhanced learning. Acknowledging a time gap between data collection in Korea (2015) and Kazakhstan (2021), the study carefully considers potential influences such as evolving educational contexts and the increased integration of digital writing tools. The results suggest that universities in EFL contexts should adopt a process-based approach with contextualized corrective feedback to enhance academic writing proficiency within their EAP programs.