English Teachers’ Feedback on Students’ Written Texts in Years 7-9

Abstract: Formative feedback is an active tool for a productive classroom. However, it may affect students’ written language positively or negatively. We all need confirmation from trusted peers or teachers to learn and develop knowledge and understanding. This project investigates what types of feedback teachers provide to students’ written texts and the reasons behind their choices. To collect the data required, four experienced teachers were interviewed. The study shows that it is valuable to give feedback orally to communicate. In spoken situations, teachers can make sure that the students have understood. The problem with written feedback is that it is often not understood or used by the learners. Regardless of whether the feedback appears in speaking or writing, it needs to communicate an understandable and specific message to the learners. The study shows that all teachers prefer providing oral feedback. However, because of time constraints, they use more written feedback. Furthermore, all teachers prefer not to correct all errors in the text. Instead, they focus on one issue at a time. Otherwise, students lose their interest in writing. Moreover, this study highlights the importance of focusing the feedback on an essay’s content, structure, and coherence rather than on grammar. The rationale given by the teachers concerns the students’ willingness to develop as a writer. Too much focus on grammar and incorrect uses of language may have a negative impact on this willingness. The conclusion of this study is that the four teachers prefer to give feedback several times. Firstly, they give informal and oral formative feedback before the task. Secondly, they provide written formative feedback on the students’ drafts. Thus, before submitting their completed texts for final assessment, they have the opportunity to revise their texts with the support of the teacher’s responses.