<![CDATA[The research examines widespread spelling mistakes in chemistry students' laboratory reports, the factors that influence them, and the degree of accuracy in scientific writing. The research design for this study was quantitative and descriptive narrative, and the study was conducted with 58 chemistry students from various universities in Indonesia. Using a 35-item Likert-scale questionnaire, data were collected and analyzed using descriptive statistics. The results show that spelling errors are still very common, especially in long, complex scientific words that are rarely used in everyday language. The foremost among these are first-language transfer, insufficient knowledge of scientific lexis, lack of exposure to English orthographic conventions, and limited access to scientific writing. The evidence demonstrates that students have a high level of awareness of spelling as a source of clarity and credibility in academic reports, yet at times this awareness is not reflected in their writing. They are also dependent on external services, for example, spell-checkers. Their strategies for improvement generally rely on external support rather than on their own resources to foster autonomous spelling development. These findings demonstrate that stronger instruction in English spelling and more intensive scientific writing practice are needed to improve chemistry students' spelling accuracy as EFL academic writers. Keywords: chemistry students; error analysis; scientific writing; spelling accuracy; spelling errors]]>
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