Exploring the Effect of Corrective Feedback on the Acquisition of Academic English Literacy Among Undergraduate Students: A Case Study

Much research has been conducted on the effects of corrective feedback on L2 learning performance. However, sparse research has been done on effect of corrective feedback on the acquisition of Academic English literacy in the academic context. This case study aims to explore the impact of corrective feedback on the acquisition of academic English literacy skills among undergraduate students. The findings reveal that inexperienced learners exhibit an overall positive perception of their teachers’ feedback on their research proposals, and teacher feedback plays active roles in nurturing students’ academic literacy, contributing to the development of essential skills necessary for success. The paper suggests that teachers offer specific and constructive feedback, facilitating students’ academic English literacy development during the transitional phase at the lower undergraduate levels.

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