Abstract:
This study aimed to investigate the use of form-focused feedback (FFF) by Senior High
School (SHS) English teachers in the Talensi District and how this benefits their students’
language acquisition. Specifically, this study addresses the limited understanding of how SHS
English teachers in the Talensi District use FFF and its impact on students’ language
acquisition. While FFF is recognized in second language acquisition research as a crucial tool
for improving grammatical accuracy and linguistic development, its practical application in
this specific context remains underexplored. FFF techniques, such as explicit correction,
metalinguistic explanation, and recasting, help learners improve their language proficiency by
targeting specific linguistic forms. Literature shows that FFF fosters language development,
enhances grammatical understanding, and promotes self-correction, leading to better learner
outcomes. Therefore, examining FFF in this district is vital for improving teaching practices
and boosting students' language learning success.A qualitative textual analysis was conducted
using lesson recordings and interviews with 16 teachers in the Talensi District, Bolgatanga.
Following content and thematic analysis, the findings indicated that teachers employ a range
of FFF types, including explicit correction, metalinguistic explanation, recasting, elicitation,
and multifaceted feedback. Notably, the use of these types was more instinctive than
deliberate, with teachers applying them spontaneously rather than following a planned
approach. The study also revealed that the FFF occurrences addressed phonological,
morphological, syntactic, semantic, and pragmatic forms. This highlights the fact that
teachers often made on-the-spot decisions to address issues related to vocabulary and
pronunciation, reflecting broader intuitive FFF practices. Additionally, the study identified
several benefits of FFF, such as fostering language development, enhancing proficiency,
raising awareness of language errors, deepening learners’ understanding of language rules,
and promoting self-correction and self-monitoring. These findings suggest important
implications for language teachers, particularly the need for training and professional
development programmes that focus on increasing teachers’ awareness of different FFF types.
This underscores the importance of consciously integrating FFF into lessons to improve
linguistic accuracy without compromising communication.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education, submitted to the School of
Graduate Studies, in partial fulfilment of the requirement
for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language –TESL)
in the University of Education, Winneba
