EFL TEACHERS’ PERCEPTION AND PRACTICES OF WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSES (WITH SPECIFIC REFERENCE TO WUKRO AND KILTE AWLAO SECONDARY SCHOOLS)

Abstract

This study investigated the EFL teachers' perceptions and practices of written corrective feedback (WCF) in English writing classes, with specific reference to Wukro and KilteAwlalo secondary schools. A mixed-methods research design, incorporating both quantitative and qualitative approaches, was employed to comprehensively address the research objectives. The target population consisted of 42 EFL teachers across nine secondary schools within Wukro and KilteAwlaloweredas. A census sampling technique was used to include all EFL teachers, while purposive sampling was employed to select nine department heads of English.Data were collected using a Likert-scale questionnaire, unstructured interviews, and document analysis of 15 randomly selected students’ written works that included corrective feedback from their EFL teachers. The data were analyzed using frequencies and percentages to assess teachers’ perceptions, demographic characteristics, practices, and challenges related to WCF. Independent samples t-tests were conducted to examine significant differences in the mean scores of teachers' perceptions and practices, while ANOVA tests assessed differences in WCF practices based on educational qualifications and teaching experience.The findings revealed that while teachers’ perceptions of WCF were generally positive, significant challenges were observed in the practical application of WCF in English writing classes. T-test results indicated a significant disparity between teachers’ perceptions and practices. Additionally, ANOVA results demonstrated a significant difference in the practice of WCF based on teachers’ educational qualifications and teaching experience, with MA graduates and experienced teachers performing better. The study also identified various factors affecting WCF, including teacher-related, institutional, and contextual factors.The study concludes that improving the practice of WCF in English writing classes requires targeted interventions to address the identified challenges. Recommendations include professional development programs focusing on effective WCF strategies, institutional support to enhance teachers’ capacities, and addressing contextual barriers to ensure the effective implementation of WCF in secondary schools..