Abstract
This study sought to investigate the impact of teachers’ feedback in improving students' writing skills. Feedback is perhaps the most widely used method for responding to students’ writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research in Bangladesh incorporating the impact of teachers' feedback in improving students’ writing skills. Supporting Vygotsky's concept of ‘Zone of Proximal Development’ a mixed-method approach was used to collect data. The data was analyzed in both numerical and descriptive manner. 90 undergraduate students were chosen for this research using convenience sampling. The major findings indicate that students find multiple benefits of feedback and have a positive attitude towards receiving feedback but the feedback they receive is not clear, specific, well explained, and immediate. This study finds that teacher-student conferencing is the feedback that students prefer the most. Finally, some suggestions are given to improve feedback quality for enhancing the writing skills of tertiary-level students in Bangladesh. This study will help teachers have a better understanding of giving feedback to improve the writing skills of EFL students. It will also facilitate educational administrators and policymakers.
Highlights
Feedback is considered an essential part of assessment and error correction in students’ learning
It is evident from the findings that there is an enormous need for feedback in writing classes as 71.1% feel that the teachers’ feedback has positive impact on their academic life
The findings of this study explain that feedback from teachers is central to developing writing skills
Summary
Feedback is considered an essential part of assessment and error correction in students’ learning. Giving feedback to learners in the form of written comments, error corrections, teacher-student conferences or peer discussions is a key aspect of EFL writing programs around the world (Ellis, 2009). Writing is a skill that has an effect on second language learning because it is a medium for communication and a mode of learning, thinking, and organizing information or ideas (Kurt & Atay, 2007). Providing feedback is the most appropriate way to help second language learners develop their writing skills effectively (Chen, 2009). Shute, (2008) depicts that feedback plays a significant role in acquiring knowledge and skills in writing. Giving effective feedback is an important characteristic of quality teaching (Leng, 2014)
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