Abstract:
This study was conducted to assess the learners’ perceptions of teachers’ oral and written
feedback on writing essays. Descriptive survey with correlation design was used to conduct
the research. To conduct the study, the researcher took 169 students from 482 students by
systematic random sampling method. Then to collect data, questionnaire and interview were
employed. The questionnaire data was collected by using likert scales. Moreover, to analyze
the data gathered by using questionnaire, SPSS was used. To know deeply the learners’
perceptions oral feedback, the researcher classified oral feedback to corrective oral feedback
and positive oral feedback. The finding showed that the learners wanted to receive corrective
oral feedback more than positive oral feedback to improve their essays. Furthermore, to
know the learners’ perceptions’ of written feedback, the researcher classified written
feedback in to corrective written feedback and positive written feedback. Then the corrective
written feedback classified into direct corrective written feedback and indirect corrective
written feedback. The finding showed that the learners perceived both direct and indirect
corrective written feedbacks as important ingredient to improve their essays. In aggregation,
the finding indicated that learners give more attention to corrective written feedback than
positive written feedback. Moreover, the relation between oral and written feedback
indicated that corrective oral feedback has positive relation with direct and indirect
corrective written feedback. It has also negative relation with positive written and positive
oral feedback. Finally, the recommendation and further study areas were made based on
findings.
