Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Written corrective feedback practices in Senior High Schools in Ghana
This paper examines the practice of written error correction from different perspectives in real classroom contexts. Although a plethora of research has been done in different contexts, the subject is least exploited in Ghana, especially in senior High school contexts. This paper reports on a qualit...
Saved in:
| Main Authors: | , , , |
|---|---|
| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
Fakultas Sastra, Universitas Islam Sumatera Utara (UISU)
2025
|
| Tags: |
No Tags, Be the first to tag this record!
|
| Summary: | This paper examines the practice of written error correction from different
perspectives in real classroom contexts. Although a plethora of research
has been done in different contexts, the subject is least exploited in Ghana,
especially in senior High school contexts. This paper reports on a
qualitative study of written corrective feedback practices in three Senior
High schools in Ghana. Drawing on Schmidt’s noticing hypothesis and
Swain’s comprehensive output hypothesis models, the study aims to
determine whether teachers’ written error corrections effectively direct
students towards ‘noticing’ the gaps in their written ‘output’, thereby
resulting in higher degrees of learnability. A sample size of 824 students
was selected from five common course areas using a systematic random
sampling strategy, while a purposive sampling strategy was used to select
nine English language teachers who had at least three years of continuous
experience from the three schools. The findings of the study indicate that
teachers have positive beliefs about the potency of written error
corrections in the development of language. However, variances in the
choice of strategies, practices of teachers, and preferences of students
result in the provision of non-targeted feedback which affects revision and
learnability. This study recommends that teachers should collaborate with
learners to provide more targeted corrections which would result in
enhanced ‘noticing’ and improved learnability of the English language
among Ghanaian students. |
|---|