EFL Teachers’ and Learners’ Perceptions on Teachers’ Feedback in Writing

Abstract

The aim of this study is to investigate the EFL teachers’ and learners’ perceptions regarding TF in writing, also it aims to explore the importance of TF on learners’ writing. Teachers’ feedback (TF) plays a vital role in eveloping the students’ writing accuracy and fluency. However, to increase the effectiveness of TF, on the one hand, the teacher is expected to provide the appropriate feedback to students in order to suit their needs and concerns;on the other hand, the students should take their learning seriously. This investigation is based on the hypotheses that third year English learners may have a negative attitude towards TF, and teachers of English may have a positive attitude regarding feedback provision on students’ choice of words;besides, it is othesized that TF may promotes learners writing skill. For this purpose, two questionnaires are used to ollect the needed data and check the advanced hypotheses. First, the learners’ questionnaire is administrated to 108 third year LMD students of English at Mila University, to obtain insights about their TF and its importance, in addition to their thoughts and preferences on that feedback. Second, the teachers’ questionnaire is designed for 13 eachers of English of written expression, to get perceptions about the learners’ errors, their obstacles that they face during their writing and the various techniques which are used in providing feedback to improve the writing skill. The findings show that teachers of English have a positive perception regarding the provision of feedback on students’ writing indicating its importance in language teaching and learning. However, the EFL students also have a positive perception on their TF, as it is not expected, since it contributes to the enhancement of their writing level