ANALYZING THE IMPACTS OF TEACHERS’ FEEDBACK ON MISTAKES IN ENGLISH SYNTAX BY THE FIRST-YEAR STUDENTS AT THE DEPARTMENT OF ENGLISH, THE UNIVERSITY OF LARKANO

Abstract

This research paper examines the effect of teacher feedback on the syntactic accuracy of first year students of English at the Department of English, University of Larkano. The study will focus on determining the prevalent syntactic errors, the nature of teacher feedback, and how students perceive the effectiveness of teacher feedback. The research design used was descriptive and a sample of 50 students was used by convenience sampling. Written assignments and teacher comments were used to gather data and analyzed using descriptive methods to determine patterns of errors and post-feedback improvements. The results show that students often committed subject-verb agreement, tense consistency, clause structure, and sentence structure mistakes. Direct and metalinguistic feedback provided by teachers was effective in making students aware of their mistakes and correcting them, leading to a significant increase in syntactic accuracy. Students said that feedback helped them reflect, revise and focus on sentence structure. The research finds that teacher feedback in a structured form is very important in improving the syntactic competence of ESL learners, which facilitates the correction of errors consciously and the development of academic writing skills.