Exploring the Role of Teachers' Feedback for Fostering University Students' Academic Writing Skills

Abstract

Teaching academic writing skills requires careful attention to the individual and assessing, and providing conducive feedback to all the students within the specific allocated time. However, there remains a gap in research regarding how different types of Teachers' feedback influence students' academic writing development in the particular context of Sanghar. Therefore, the study intends to explore the most effective feedback provided by teachers to foster the academic writing skills of the university Sanghar at Shaheed Benazir Bhutto University, Sanghar Campus. To achieve this, the qualitative research method was employed in which semi-structured interviews were conducted with five teachers of the English language to know their perceptions and experiences. The results revealed that personalized and constructive feedback, which includes detailed suggestions and corrections, significantly enhances students' ability to write academically. Moreover, the research highlights the importance of timely feedback in improving writing skills among students. Additionally, encouraging a feedback culture in the classroom could further support the development of academic writing proficiency at the university level in Sanghar.