ELT Teachers’ Perceptions of Using Written Feedback as a Technique to Improve Syntactical Errors in Grade 8 Students

Abstract

This research investigates the perceptions of ELT teachers on the use of written feedback to correct syntactical errors in Grade 8 students in Pakistani schools, specifically in urban Karachi. A qualitative approach was used to gather data through semi-structured interviews with six ELT teachers of private schools in Karachi. The study investigates the types of feedback provided by teachers and the challenges they face in improving students' syntactical accuracy. The findings suggest that teachers use a combination of direct and indirect feedback methods, focusing on specific syntactical issues such as word order and sentence structure. Teachers emphasized the importance of clear, actionable feedback but faced time constraints in large classrooms. The study highlights the need for focused written feedback to address common syntactical errors influenced by students' first language, Urdu. This research contributes to understanding effective feedback practices in ESL classrooms and how teachers can better support students' writing development.

Key terms: Written Feedback, Syntactical Errors, ELT Teachers, ESL Writing, Direct & Indirect Feedback