The Role of Teacher’s Feedback in Enhancing Students’ Writing

Abstract

The teacher’s feedback to students’ writing is undeniably a key component of the process of writing. It is upposed to be the guide that students follow throughout the writing process and the means which helps them to produce good writing. However, students’ attitudes towards this type of feedback may vary and so may their reactions. Therefore, through the use of two research instruments, this study aims to explore the impact of teacher’s feedback on students’ writing and to study students’ attitudes towards it. To meet the research aims, a questionnaire was submitted to a sample of 70 third year students and another questionnaire to 13 teachers from the Department of English at Abd Alhafid Boussouf in Mila University. The use of teacher’s questionnaire provided some insights into the approaches that teachers of Written Expression adopt in teaching writing, as well as their strategies of giving feedback. The results yielded by the second research instrument, the students’ questionnaire, reveal that the feedback given by teachers is often welcomed and extremely trusted by the tudents regarding its role in developing writing proficiency. These findings confirm that providing teacher eedback during writing would improve students’ written productions significantly