Ali, Sarfaraz (2023) ENHANCING THE STUDENTS' WRITING SKILLS THROUGH WRITTEN FEEDBACK AT UNIVERSITY LEVEL. Masters thesis, Faculty of Humanity.

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Abstract

The significance of feedback in educational institutions, particularly in higher
education, cannot be overstated, as it empowers students who possess the maturity
to grasp the essence of feedback and make positive adjustments accordingly. This
particular study centres on the role of written feedback in fostering language and
skill development within a Pakistani public university abbreviated as SALU.
Specifically, students from the Shah Abdul Latif University of Khairpur Mirus
city, who are in their fourth year of the Bachelor's program at the Institute of
English Language and Literature, examined the effectiveness of written feedback
in enhancing their academic writing achievements, with a focus on language and
skill development. Employing a mixed research approach that incorporates both
qualitative and quantitative methods, this study engaged the target population
through diverse methodologies. Data collection involved the utilization of
questionnaires as well as in-depth, face-to-face interviews. To ensure accuracy,
clarity, and consistency, the collected data was meticulously loaded into the SPSS
software for statistical analysis. In addition to statistical analysis, the writer
provides a detailed description of the findings, accounting for various variables
involved. The findings revealed that students’ exhibit improved performance in
academic writing when they receive timely feedback, particularly in the form of
delayed marking. Moreover, the research highlighted a range of feedback
strategies that learners can employ to enhance their academic writing skills.
Lastly, the study demonstrated that students can also enhance their language
proficiency by receiving constructive feedback from their professors.

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