Abstract. This study investigates the role of error analysis in enhancing students' writing skills, particularly within the context of second language learning. Error analysis is a systematic approach to identifying, categorizing, and understanding the mistakes learners make in their writing. By examining written samples from students, this research identifies common error patterns—such as grammatical, lexical, syntactical, and discourse-level mistakes—and explores their underlying causes, including first language interference and limited vocabulary. The findings reveal that error analysis not only provides valuable insights into students' linguistic challenges but also informs targeted instructional strategies that address these issues. Furthermore, the study emphasizes the importance of constructive feedback in the error correction process, highlighting how it fosters self-reflection and encourages students to engage in revisions. The results indicate that incorporating error analysis into writing instruction leads to significant improvements in students' writing proficiency over time. By promoting a growth mindset and viewing errors as learning opportunities, educators can create a supportive environment that enhances students’ confidence and competence in writing. This research advocates for the integration of error analysis as a fundamental element of writing pedagogy to effectively develop students’ communication skills