English Language Teachers‟ Feedback Practices on Written Work at Agazi Comprehensive Secondary School

Abstract

The main objective of this study is to assess the teachers’ practices for feedback on EFL writing at Agazi Comprehensive Secondary School. A descriptive survey design with mixed methodology was employed to conduct the study. The participants of this study were 60 grade 11 students selected using random sampling technique and all the four EFL teachers teaching English in grade 11 selected using purposive sampling technique. Questionnaire, interview and document analysis were used to collect the data. The findings of the study depicted that EFL teachers provide direct and unfocused feedback focusing on all aspects of students’ writings, gave attention to major, repeated and meaning interfering errors, students’ preferred corrective feedback for grammar and mechanics, indirect and focused feedback to their written errors, and teacher correction with comments for their written errors. Besides the students showed negative preference towards self-correction and peer-correction. Some variations between teachers’ practices and students’ preferences were found: while teachers provide direct and unfocused feedback, students preferred indirect and focused ones. In addition, teachers encouraged self correction, but students did not appreciate that. Based on the findings it was recommended that the EFL teachers and students should forward the process of feedback provision more effective.