Abstract

It is inevitable that learners make mistakes in the process of learning a foreign language. Despite this fact, what is questioned by language teachers is why students go on making the same mistakes even when such mistakes have been repeatedly pointed out to them. Yet, not all mistakes are the same and sometimes they seem deeply ingrained, but at other time students correct themselves with ease. Thus, researchers and teachers of foreign language delineate the fact that students’ errors, while being in the process of constructing a new system of language, should be carefully understood in the process of second language acquisition. This study intends to identify whether any significant differences exist between traditional method of feedback and constructive feedback process to endorse this critical process of rectification as a part of the teachers’ job. The researchers highlight this phenomenon at a juncture of time when there is a growing concern about the deplorable conditions of English Language Teaching (ELT) in Pakistan. Regardless of the fact that EFL teachers in Pakistan have an extensive experience of teaching English, the high failure percentage along with the sub-standard feedback processes are annoying everyone concerned. In this study, causes of poor writing are explored while targeting upon the constructive feedback (hereinafter CFB) through the error analysis system (EAS). For this specified purpose, the researchers used experimental research design to find out the reasons of poor writing of participants at Secondary School Level. This article determined the significance of CFB through EAS and proved that writing errors of the students could be minimized by the proper employment of CFB. Henceforth, in the light of the research findings, emphasis is given on recommendations for all the stakeholders.

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