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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...
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| Format: | Article |
| Language: | English |
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Fakultas Sastra, Universitas Islam Sumatera Utara (UISU)
2025
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| _version_ | 1867613136958259200 |
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| access_status_str | Open Access |
| author | Mensah, D. Owu-Ewie, C. Abunya, L. N. Abban, A. |
| author2 | https://orcid.org/0009-0007-8116-5518 |
| author_browse | Abban, A. Abunya, L. N. Mensah, D. Owu-Ewie, C. https://orcid.org/0009-0007-8116-5518 |
| author_facet | https://orcid.org/0009-0007-8116-5518 Mensah, D. Owu-Ewie, C. Abunya, L. N. Abban, A. |
| author_sort | Mensah, D. |
| collection | Thesis |
| description | 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. |
| format | Article |
| id | oai:ir.knust.edu.gh:123456789/16215 |
| institution | KNUST (Ghana) |
| language | English |
| last_indexed | 2026-06-10T12:31:21.331Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from KNUSTSpace — Kwame Nkrumah University of Science & Technology (Ghana) |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| publisherStr | Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| record_format | dspace |
| source_str | KNUSTSpace — Kwame Nkrumah University of Science & Technology (Ghana) |
| spelling | oai:ir.knust.edu.gh:123456789/16215 Written corrective feedback practices in Senior High Schools in Ghana Mensah, D. Owu-Ewie, C. Abunya, L. N. Abban, A. https://orcid.org/0009-0007-8116-5518 https://orcid.org/0000-0002-6458-4071 https://orcid.org/0000-0002-2016-4219 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. 2025-02-11T15:15:50Z 2025-02-11T15:15:50Z 2024-06 Article Mensah, D. Owu-Ewie, C. Abunya, L. N. Abban, A. (2024). Written corrective feedback practices in Senior High Schools in Ghana. Language Literacy: Journal of Linguistics, Literature, and Language Teaching. 8(1), 406-424p https://ir.knust.edu.gh/handle/123456789/16215 en application/pdf Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| spellingShingle | Mensah, D. Owu-Ewie, C. Abunya, L. N. Abban, A. Written corrective feedback practices in Senior High Schools in Ghana |
| title | Written corrective feedback practices in Senior High Schools in Ghana |
| title_full | Written corrective feedback practices in Senior High Schools in Ghana |
| title_fullStr | Written corrective feedback practices in Senior High Schools in Ghana |
| title_full_unstemmed | Written corrective feedback practices in Senior High Schools in Ghana |
| title_short | Written corrective feedback practices in Senior High Schools in Ghana |
| title_sort | written corrective feedback practices in senior high schools in ghana |
| url | https://ir.knust.edu.gh/handle/123456789/16215 |
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