The academic paper titled "Assessing English Grammar Assessment and Feedback: a Case Study of King Khalid University (KKU) Students" by Sara Sevinj Huseynova focuses on evaluating the effectiveness of grammar feedback provided to English language learners (ELL) at King Khalid University. The primary research question centers on how structured, positive grammar feedback can enhance students' performance in grammar and language acquisition.
The purpose of the study is to explore methods for improving the reception and effectiveness of grammar feedback among EFL students. The study investigates whether tailored, constructive feedback can positively influence students' attitudes toward grammar assessment and their overall language proficiency.
The methodology employed in this research includes a combination of classroom discussions and self-evaluation surveys conducted among students enrolled in an Intensive English Grammar course at King Khalid University. The study's participants were 136 students from three different sections, and the data collection focused on their responses to different types of grammar feedback.
Key findings from the study indicate that students prefer positive reinforcement over criticism when receiving grammar feedback. The research suggests that structured revision plans and constructive feedback significantly improve students' grammar skills and their confidence in using English. The study also reveals that students who receive positive feedback are more likely to engage in further language practice and perform better in assessments.
The conclusions drawn from this study emphasize the importance of providing grammar feedback in a positive, structured manner. The findings suggest that such feedback not only enhances students' grammar skills but also boosts their motivation and confidence. The study advocates for an approach to grammar instruction that balances correction with encouragement, particularly for lower-level EFL learners, to facilitate long-term language development.