Examining the Role of Teachers’ Feedback in Enhancing Students’ Spelling and Grammatical Skills
DOI:
https://doi.org/10.55737/tk/v5i1.51142Keywords:
Teachers’ Feedback, Spelling Accuracy, Grammatical Correction, Formative Assessment, English Language LearningAbstract
The research problem of this study was to determine how teacher feedback can be used to improve the spelling accuracy of Grade VII learners as well as the grammatical correction of the English language learners. Feedback is deemed to be an important aspect of formative assessment that ensures that the learners are able to correct mistakes, reformulate their work and enhance their academic results. The aim of the study was to check whether structured teachers feedback would influence the spelling and grammatical practices of students in second language learning. A quasi-experimental non-equivalent control group design was used. Two intact Grade VII groups participated, one receiving feedback-based instruction and the other traditional teaching. Spelling accuracy and grammatical correction tests were administered as pre-tests and post-tests. The intervention process was 68 weeks long and consisted of written, oral and remedial feedback techniques. The data analysis was done through descriptive and inferential statistics to compare the performance of students prior to the intervention and after the intervention. The results showed that there was no significant difference between groups in pre-test stage, but the post-tests showed significant improvement in spelling accuracy and correction of grammar in students that were provided with feedback by teachers. The findings have shown that, structured feedback has the capacity of improving the skills of learners to identify mistakes, rephrase their answers and achieve better language competence. The study found teacher feedback crucial for accuracy and grammatical competence in student writing and should be incorporated in classroom activities to improve performance.
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