Professors’ Feedback Strategies for Correcting Syntactic Errors in EFL Students’ Writing: A Qualitative Study

Effective feedback is a cornerstone of second language writing instruction, particularly in addressing syntactic errors that hinder students' linguistic development and communicative competence. This study investigates the strategies employed by university EFL professors to correct syntactic errors in students' written compositions. Using a qualitative research design, semi-structured interviews were conducted with twelve EFL professors from diverse non-native English-speaking university contexts. Data were analysed using thematic coding in NVivo software, revealing four primary feedback strategies: direct correction and explanation, encouragement fostering autonomous learning, individualized feedback tailored to student needs, and varied feedback approaches. The study situates these strategies within the theoretical frameworks of interlanguage theory and error analysis, highlighting their effectiveness in promoting both syntactic accuracy and learner autonomy. Implications for EFL pedagogy, curriculum design, and teacher training programs are discussed, emphasizing the importance of adaptive, student-centered feedback practices.