2025/07/30 by LUCHA BEKERE
paper · doi:10.20372/nadre:14742
ADVISORS: EBISSA BEKELLE (PHD) Abstract The main objective of thestudy was to investigate English language teachers and grade ten students’ perception and classroom practices of corrective feedback in writing skills with reference to Worker Guji secondary school. There were three specific objectives met by this study. These were to investigate language teacher’s perception of corrective feedback in writing skills, to assess students’ perception of corrective feedback in writing skills and to identify classroom practices and challenges in the implementation of corrective feedback in writing class. The design of this study was descriptive survey design in which 60 students from grade 10 and 4 EFL teachers were selected by using simple random and purposive sampling techniques respectively from Worke Guji secondary school. Moreover, data were collected through questionnaire, classroom observation, interview and document analysis. In line with this, both quantitative and qualitative data methods of data analyses were employed to reach on valid conclusions. Accordingly, the findings of the study showed that even though both EFL teachers and students perception of feedback is not that much bad; their practice in classroom was poor. The challenges related to the poor practice of corrective feedback in EFL class in writing skills lessons were mostly down to EFL teachers and students even though absence of large classroom, bulkiness of textbook and teachers were also found to be obstacles. From the EFL teachers’ point of their lack of commitment, pedagogical knowledge gap, and unclear, ambiguous and too general comments were seen adversary challenges while students lack of commitment, unwillingness to be open-minded, lack of active participation were equally seen as challenges. Depending on the findings and conclusions made, the researcher recommended some points. Accordingly, the school management is expected to facilitate training for EFL teachers on the delivery corrective feedback in writing class. EFL teachers, on their part were suggested to convert their fairly positive perception of corrective feedback into action in classroom by being committed, patient and clear and specific in their comments. The students were equally expected to be committed, open-minded and participants. Other stake holders like course developers and designers should consider the inculcation of corrective feedback in writing sections of the book.