Investigating the role of teachers’ feedback strategies on esl undergraduate students’ grammatical accuracy development
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Date
2024
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Publisher
UMT.Lahore
Abstract
This study focusses on investigating the effects of various feedback methods that teachers use in an attempt to improve grammatical proficiency of the ESL undergraduate learners. Feedback plays a significant role in Second language Acquisition (SLA), the study focuses on three major feedbacks which include direct correction feedback, indirect correction feedback, and metalinguistic feedback in order to establish the extent and ways in which they impact on students’ grammatical proficiency. The study employs a blend of quantitative and qualitative approaches in which the frequency was measured and complemented by analysis of open-ended questions. The data was gathered through purposive sampling by distributing questionnaires to teachers who teach undergraduate students in the university.