The Role of Teacher Feedback in Developing Ghanaian Senior High School Learners’ Grammar Skills: A Classroom-Based Study at Obama College in Mankessim
DOI:
https://doi.org/10.37134/ajelp.vol13.2.10.2025Keywords:
classroom, grammar skills, learning, metacognition, teacher feedbackAbstract
This study explored how teacher feedback shaped the grammar growth of learners at Obama College in Mankessim. The work focused on the everyday experience of feedback during grammar lessons and how learners made sense of it. Guided by the Feedback-Driven Metacognition Framework, the study looked closely at how comments from the teacher helped learners notice their errors, monitor their choices, and revise their writing with clearer purpose. A phenomenological design supported this goal, as it allowed the researcher to follow the thoughts, reactions, and routines that learners developed around feedback. Quota sampling technique was used to select 30 Form Two learners, whilst purposive sampling was used to select the English language teacher. Data came from classroom observations, learner scripts, and interviews with the teacher and six selected students. The analysis followed Saldaña’s coding cycles to capture the words, actions, and meanings that shaped learners’ responses. The findings showed that short prompts, calm explanations, and follow-up questions encouraged learners to look closely at their sentences. Learners paid more attention to tense, concord, and punctuation, and they began to check their work before submission. Their revisions carried earlier feedback into new tasks, which showed growing control of key grammar areas. The study points to feedback as a steady guide in a school where resources are limited. Clear, well-timed comments helped learners think through their writing and build confidence in their grammar.
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