رسائل ماجيستير
English
2015
The Impact of Teachers’ Feedback on EFL Learners’ Written work: A case Study of Secondary Schools , EL-Hassahiesa Locality, Gezira State, Sudan
أحمد جاسم السيد أحمد, عبدالجليل عبدالله صالح, نخل المدينة قرشي الأمين محمد
كلية التربية الحصاحيصا-جامعة الجزيرة · السودان
Teacher feedback has great importance in improving EFL learner’s written work. Teacher feedback on students’ end of term composition often takes the form written comments. The current study aims to investigates problem encountered by EFL students in writing at secondary schools level. It is also aims to enable teachers to identify students’ errors mistakes and to encourage students to get maximum benefit out of teachers’ feedback, as well. In addition to that, the study aims to investigate the methods and techniques teachers follow in correcting learners’ writing. The study adopts the descriptive analytic method and the data for the study were collected by means of a questionnaire and an interview. (40) teachers completed questionnaires and which were received and analyzed by the (SPSS) program. The analysis revealed that EFL teachers’ strategies for dealing with mistakes were limited and that error correction process is usually with complete. Added to that teachers’ competence in providing feedback is questionable. Moreover, when students receive immediate feedback, they are more likely to use it in editing and resaving their work. In the light of these results, the study recommends that more effective strategies have to be sought. Teachers’ feedback should provide learners with information about clarity and mechanics of writing. Given that teachers spend a great deal of time in providing feedback, there should be careful follow up for the feedback in order to have a great impact on students’ written work.
