DefinePK

Research Objective

To explore the role of corrective feedback on academic writing for ESL students at Government College Women University Sialkot, Pakistan, and to identify its impact on their academic writing skills.

Methodology

A qualitative research method was employed, utilizing a phenomenological approach. Data was collected through semi-structured interviews with 15-20 Pakistani ESL university students, observations, and document analysis. Thematic analysis was used to analyze the interview data, with NVivo software assisting in data management. Member checking and triangulation were used to ensure credibility.

Methodology Flowchart

                        graph TD
    A["Qualitative Research Design"] --> B["Phenomenological Approach"]
    B --> C["Data Collection"]
    C --> D["Semi-structured Interviews"]
    C --> E["Observations"]
    C --> F["Document Analysis"]
    D --> G["Thematic Analysis"]
    E --> G
    F --> G
    G --> H["NVivo Software Assistance"]
    H --> I["Data Analysis"]
    I --> J["Member Checking"]
    I --> K["Triangulation"]
    J --> L["Findings & Discussion"]
    K --> L
    L --> M["Conclusion"]                    

Discussion

The study highlights that corrective feedback is a crucial tool for developing academic writing skills in Pakistani ESL students. It not only helps in error correction but also fosters deeper cognitive development and critical thinking. The collaborative nature of feedback, involving both teachers and peers, is seen as beneficial. The findings suggest that while corrective feedback is highly effective, addressing individual differences and providing clear guidance on techniques like paraphrasing is essential for maximizing its benefits.

Key Findings

Corrective feedback positively impacts academic writing performance by improving students' understanding of academic writing norms, enhancing their ability to identify errors, and promoting critical thinking. Students also reported increased confidence and motivation. Indirect feedback was considered particularly significant. However, individual differences, confusion in paraphrasing, and the time-consuming nature of feedback were identified as hurdles.

Conclusion

Corrective feedback plays a significant role in enhancing the academic writing skills of Pakistani ESL students. It leads to a better understanding of academic writing norms, improved error identification, and the development of critical thinking and cognition. While indirect feedback is noted as a highly effective technique, challenges related to individual differences and paraphrasing need to be addressed. The study suggests further research in different disciplines and contexts.

Fact Check

1. Research Location: The study was conducted at Government College Women University Sialkot, Pakistan. (Confirmed in the text).
2. Data Collection Methods: The study used interviews, observations, and documentations. (Confirmed in the text).
3. Number of Interview Participants: The text mentions interviewing 10 ESL students initially, and later states the sample would consist of 15-20 students. (The initial mention of 10 is present, but the planned sample size is larger).

Mind Map