Teachers' Oral Feedback Practices in Promoting Academic Writing Skills of ESL Learners
DOI:
https://doi.org/10.54183/jssr.v3i1.157Keywords:
Oral Feedback Practices, Academic Writing Skills, Undergraduate Level, Qualitative Study, Grammatical-Based Feedback, Clarification-Based Feedback, Oral feedback practices; academic writing skills; undergraduate level; qualitative study; grammatical based feedback; clarification based feedback; ESL learners.Abstract
Students entering higher education are expected to have developed academic writing skills that are up to the standards set by the institution. As a consequence of this, improving one's command of the English language, and in particular, one's command of academic writing at the university level is absolutely necessary for academic genius. In this regard, this study used a qualitative approach to evaluate students' perspectives of the oral feedback procedures used by their teachers to develop academic writing abilities among them. All of the students who were currently enrolled in any of the universities located in the Sindh province were included in this study's population. Thirty students were selected by a process known as convenient sampling, and they were given the task of collecting data by interviewing people. The findings indicated various helpful oral feedback practices teachers utilize to develop academic writing skills in university students, which include grammatical-based, procedural-based, clarification-based, and correction-based feedback. In light of these findings, it is imperative for the relevant authorities to organize workshops or training programs with the goal of enhancing the capacity of educators to use a variety of strategies for providing students with written feedback in order to foster academic writing skills among undergraduate students.
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