LEARNERS’ PERCEPTIONS OF TEACHERS’ ORAL AND WRITTEN FEEDBACK ON WRITING ESSAYS IN EFL CLASSES: WAKA SENIOR SECONDARY AND PREPARATORY SCHOOL GRADE 11 STUDENTS IN FOCUS

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.