Teachers' Written Feedback Practices in Promoting Academic Writing Skills of ESL Learners
DOI:
https://doi.org/10.54183/jssr.v3i1.145Keywords:
Written Feedback Practices, Academic Writing Skills, Undergraduate Level, Qualitative Study, Grammatical Correction, Constructive Suggestions, ESL LearnersAbstract
Higher education students, need to develop strong academic writing skills to be successful. Therefore, improving one's command of the English language, and specifically, one's command of academic writing at the undergraduate level, is essential for educational excellence. The most significant difficulty, on the other hand, is related to untrained instructors and inefficient pedagogical practices as a major cause of poor academic writing skills. As a result, this study was undertaken using a qualitative technique to investigate students' perceptions about the written feedback practices their teachers employ to improve academic writing skills among them. The population of this study consisted of all the enrolled students in the universities in the province of Sindh. By using a convenient sampling technique, 30 students were recruited to collect the data from conducting interviews. The findings indicated various helpful written feedback practices teachers utilize to develop academic writing skills in university students, which include grammatical correction, constructive suggestions, highlighting errors, and providing corrections. Based on these data, it is vital for concerned authorities to organize workshops or training programs to enhance teachers' capabilities to employ various kinds of written feedback techniques to promote academic writing skills among undergraduate students.
References
Abdelrady, A. H., & Akram, H. (2022). An empirical study of ClassPoint tool application in enhancing EFL students’ online learning satisfaction. Systems, 10(5), 154. https://doi.org/10.3390/systems10050154
Akram, H., Junaid, M., & Yang, Y. (2019). Relationship between Self-efficacy and Chinese Language Speaking Anxiety of International Students at Northeast Normal University. Journal of Education and Practice, 10(2), 26-32. https://doi.org/10.7176/jep/10-2-04
Akram, H., Yang, Y., Ahmad, N., & Aslam, S. (2020). Factors contributing to low English language literacy in rural primary schools of Karachi, Pakistan. International Journal of English Linguistics, 10(6), 335. https://doi.org/10.5539/ijel.v10n6p335
Akram, H. (2020). Education governance in Pakistan: A critical analysis of challenges. Journal of Social Sciences Advancement, 1(01), 38-41. https://doi.org/10.52223/jssa20-010105-05
Akram, H., & Yang, Y. (2021). A critical analysis of identification of causes of weak implementation of educational policies in Pakistan. International Journal of Humanities and Innovation (IJHI), 4(1), 25-28. https://doi.org/10.33750/ijhi.v4i1.104
Algburi, E. A., & Razali, A. B. (2022). Role of feedback on English academic writing skills of tertiary level Iraqi English as a foreign language (EFL) students: A review of the literature. International Journal of Academic Research in Progressive Education and Development, 11(1). https://doi.org/10.6007/ijarped/v11-i1/12168
Amara, N. (2015). Errors correction in foreign language teaching. The Online Journal of New Horizons in Education, 5(3), 58-68.
Bice, K., & Kroll, J. F. (2019). English only? Monolinguals in linguistically diverse contexts have an edge in language learning. Brain and Language, 196, 104644. https://doi.org/10.1016/j.bandl.2019.104644
Bloor, T., & Bloor, M. (2013). The functional analysis of English. Routledge.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners' writing skills: Problems, factors, and suggestions. Journal of Education & Social Sciences, 4(2), 83-94. https://doi.org/10.20547/jess0421604201
Gan, Z., Hu, G., Wang, W., Nang, H., & An, Z. (2021). Feedback behavior and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education, 46(5), 740-755. https://doi.org/10.1080/02602938.2020.1810628
Ghazal, L., Gul, R., Hanzala, M., Jessop, T., & Tharani, A. (2014). Graduate students’ perceptions of written feedback at a private University in Pakistan. International Journal of Higher Education, 3(2). https://doi.org/10.5430/ijhe.v3n2p13
Haidar, S., & Fang, F. (2019). Access to English in Pakistan: a source of prestige or a hindrance to success. Asia Pacific Journal of Education, 39(4), 485-500. https://doi.org/10.1080/02188791.2019.1671805
Haidar, S. (2018). The role of English in developing countries. English Today, 35(3), 42-48. https://doi.org/10.1017/s0266078418000469
Hosseiny, M. (2014). The role of direct and indirect written corrective feedback in improving Iranian EFL students' writing skills. Procedia - Social and Behavioral Sciences, 98, 668-674. https://doi.org/10.1016/j.sbspro.2014.03.466
Lee, O. (2018). English language proficiency standards aligned with content standards. Educational Researcher, 47(5), 317-327. https://doi.org/10.3102/0013189x18763775
Mumtaz, S. N. (2021). Academic writing challenges of foreign language learners in Pakistan. Journal of Arts & Social Sciences, 8(2), 97-103. https://doi.org/10.46662/jass.v8i2.181
Patton, M. Q. (2015). The sociological roots of utilization-focused evaluation. The American Sociologist, 46(4), 457-462. https://doi.org/10.1007/s12108-015-9275-8
Paulsrud, B., Tian, Z., & Toth, J. (Eds.). (2021). English-medium instruction and translanguaging (Vol. 126). Multilingual Matters.
Post/Graduate academic writing problems: A Pakistan case. (2016). Research Literacies and Writing Pedagogies for Masters and Doctoral Writers, 389-406. https://doi.org/10.1163/9789004304338_022
Rahman, M. M., & Mehar Singh, M. K. (2019). Language ideology of English-medium instruction in higher education. English Today, 36(4), 40-46. https://doi.org/10.1017/s0266078419000294
Rubin, H. J., & Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. sage.
Sadia, B., Memon, S., & Pathan, H. (2021). Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students at Mehran University Jamshoro, Pakistan. Pakistan Journal of Humanities and Social Sciences, 9(3), 515-525. https://doi.org/10.52131/pjhss.2021.0903.0156
Tenny, S., Brannan, G. D., Brannan, J. M., &Sharts-Hopko, N. C. (2017). Qualitative study.
Tom, A. A., Morni, A., Metom, L., & Joe, S. (2013). Students’ perception and preferences of written feedback in academic writing. Mediterranean Journal of Social Sciences. https://doi.org/10.5901/mjss.2013.v4n11p72
Wirantaka, A. (2019). Investigating written feedback on students’ academic writing. Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). https://doi.org/10.2991/icosihess-19.2019.1
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
