EXPLORING THE PRACTICE OF TEACHERS’ WRITTEN FEEDBACK ON STUDENTS’ WRITING: THE CASE OF GRADE NINE STUDENTS AT SANKA SECONDARY AND PREPARATORY SCHOOL

Moges, Tesfaye

dc.contributor.author	Moges, Tesfaye
dc.date.accessioned	2017-10-30T09:04:04Z
dc.date.available	2017-10-30T09:04:04Z
dc.date.issued	2017-10-30
dc.identifier.uri	http://hdl.handle.net/123456789/8171
dc.description.abstract	EFL teachers are keen on planning various strategies that can help students improve their writing skills. One way of improving students’ writing is teachers’ feedback. As the past studies indicated, both teachers and students gave credit for teachers’ written feedback in EFL classroom. However, in my school contexts, students have low writing proficiency. They were unable to write even a word, let alone write a sentence or a paragraph level. This might be that something went wrong with the implementation of teachers’ written feedback in EFL classroom. Hence, the main purpose of the study was to explore the practice of teachers’ written feedback on students’ writing: the case of grade 9 students at Sanka Secondary and Preparatory School. To achieve the objectives of the study, an exploratory research design was employed along with mixed approaches (i.e. both qualitative and quantitative approaches). A sample of 120 students was drawn from out of 400 students in 9 sections using simple random technique (lottery method). Thus, the researcher utilized three data gathering instruments such as questionnaire, interview and document analysis checklist. The questionnaire was administered to 120 students. The data obtained from them were organized, tabulated and analyzed using simple descriptive statistics such as number, percentages and mean values. In addition, six EFL teachers were selected for interview using purposive sampling technique. The data was recorded and analyzed thematically. To look into whether EFL teachers provided written feedback in EFL classroom, the researcher collected a sample of students’ note books and writing assignments. The findings of the study indicated that teachers did not provide the appropriate written feedback in the EFL classroom. Moreover, teachers’ written feedback mainly focused on language form (such as grammar and words/expressions) than content and organization. The study also indicated time constraints, large class size, and students’ poor language proficiency were the major factors that hindered the implementation of written feedback. The study ends with recommendations to improve the current practices and to sketch avenue for future research	en_US
dc.language.iso	en_US	en_US
dc.subject	english	en_US
dc.title	EXPLORING THE PRACTICE OF TEACHERS’ WRITTEN FEEDBACK ON STUDENTS’ WRITING: THE CASE OF GRADE NINE STUDENTS AT SANKA SECONDARY AND PREPARATORY SCHOOL	en_US
dc.type	Thesis	en_US