ASSESSING TEACHERS‟ WRITTEN FEEDBACK PROVISION TECHNIQUES AND STUDENTS‟ PREFERENCES OF THE TECHNIQUES IN EFL CLASSES: THE CASE OF KELLA HIGH SCHOOL GRADE 11 STUDENTS IN FOCUS

Abstract

This study aimed at investigating the techniques EFL teachers applied in providing feedback on students writing and students preferences of the feedback they were provided to improve their writing skills. To achieve the objective the necessary data were collected through written feedback documents. In addition, five semi-structured interview questions were held for the four English language teachers. Moreover, close-ended and open-ended questionnaire was addressed for 166 students of grade 11 who were selected using simple random sampling technique of Yamane‟s (1973) data determination formula. In addition, descriptive research involving both quantitative and qualitative approaches was used. The result obtained from corrected documentsby teachers showed that one of the four teachers used circling or underling over the error of the students writing by showing correct version for some students in the class. All the four teachers did not use codes or clues to help students correct their error by themselves. That is to say the teachers cancelled out over the error using „X‟ mark. On the other hand, the data gathered from teachers interview revealed that two of the teachers used underlining over the error that is for some few high achiever students not for all the students in the class. In addition to this, the consistency and continuity of the provision of the feedback is small in number for the academic year. The result from students questionnaire revealed that 52% (86 out of 166) of the respondents prefer underlining over the error and showing with codes and clues to correct by themselves. And teachers did not discuss with students‟ choices of the feedback techniques. Moreover students did not ask about their written problems. Based on the findings, teachers should use various techniques and strategies of providing written feedback in large classrooms. They should provide appropriate written feedback based on students choice of the type of feedback. Students should be given various written tasks which could be followed by immediate corrected feedback by their teachers. Teachers should closely work together with students in writing and in written feedback activities to enhance students writing skills. Teachers should ask students major writing problems and students also should ask their writing problems.