Form-focused feedback in a ESL classroom. A study of senior high schools in the Talensi District.

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.