<![CDATA[Sentence fragments remain a recurring problem in English as a Foreign Language (EFL) writing because learners may provide meaningful information without shaping it into a complete clause. This study investigates the types ofsentence fragments produced by the English Education study program at Tadulako University and examines factors that contribute to their production. A descriptive quantitative design was used. The participants were 144 students selected from a population of 231 students through proportionate stratified random sampling. The data were collected through a twelve-item WH-questions written test and a thirty-item questionnaire. Students’ responses were classified into a noun phrase(NP), a verb phrase (VP), and a prepositional phrase (PP), while questionnaire data were analyzed using frequency, percentage, validity testing and Cronbach’s Alpha reliability analysis.According to the results, PP fragments accounted for 981 occurrences (34.58%), followed by NP fragments (970 occurrences, 34.19%) and VP fragments (886 occurrences, 31.23%). low grammatical understanding, low syntactic awareness, L1 interference, lack ofcorrective feedback, teaching strategies, and learning environments all contributed to fragment formation, according to the results ofthe reliable questionnaire (Cronbach's Alpha =.931). According to the study's findings, students require more practice-based and explicit instruction in order to develop phrase-level responses into full English phrases.]]>
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