Dr Soumita Sarkar is an early-career researcher. She holds a Ph.D. in ELT and Corpus Linguistics and regularly participates in conferences, FDPs and webinars and is actively engaged in peer review for journals such as Frontiers in Education (Scopus-indexed) and the Open Science Journal (OSJ). She has taught for 24 years a diverse range of courses, including English language, communication skills, business communication, ESP, and technical communication, to students from various programs such as diploma, engineering, B.A., B.Com., BCA, teacher training (TTC), and K–12.
1. English language Teaching 2. Second Language Acquisition 3. Error Analysis 4. English Writing Competence and 5. Significance of Grammar teaching in English language Teaching and Learning 6. VLS
Of all the language skills, writing is the most difficult skill for the students who learn English as a second language because they have less experience with written expression. In this research paper, efforts have been made to prove the relevance of error analysis in the English writing skills of the Intermediate Level students. To conduct the research, a random written sample of a Class XII student of Jawahar Navodaya Vidyalaya, Navsari, Gujarat, has been taken up. Errors in the written text have been categorized using the theory provided by Dulay, Burt, and Krashen (1982, pp.146). The need of this research arose after looking into the writing errors made by the JNV students of Intermediate Level, where English is taught and learned as a Second Language. The intent is to prove how error analysis can help to possibly identify sources of errors in learners’ writing; categorize the errors, and try to present a method for correction and improve the writing skills of the students. This study can be of great help to the English teachers of JNVs that were established in 1986 to bring out the best of Indian rural talent; to improve upon the writing skills of their students.
Corrective feedback (CF) is a vital aspect in the field of English language teaching, which is complex and continually evolving. English language teachers dedicate significant time and effort to provide feedback on students' writing performance. There is an ongoing debate regarding the efficacy of the teachers’ CF to improve the learners’ English writing competency. Empirical studies on CF in the Indian context are scarce. This study looks at how direct focused metalinguistic and non-metalinguistic written corrective feedback (WCF) affects the use of noun inflections in English descriptive essays written by Class XII students of Jawahar Navodaya Vidyalaya, Patan. The study involves two experimental groups and one control group of ten students each; the first group received metalinguistic WCF; the second received non-metalinguistic WCF; and the control group received no feedback. A pretest-treatment-post-testdelayed post-test format was utilized to extract the data. The findings suggest that the teacher's targeted direct metalinguistic WCF led to inconsistent improvements in the learners' written output. However, this approach has certain limitations, including issues related to time frame, scaffolding, personalized feedback, as well as sustained teacher’s monitoring, and other factors pertaining to learners’ proficiency, personality, retention, and revision.
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