Investigating the Strategies that Teachers Used in Written Feedback on Students’Writing in EFL Clssroom Especially at First Year Students of Wachemo University Incollege of Social Science and Humanities

Abstract

The main purpose of this study was to investigate the strategies in which teachers used in written feedback on students’ writing in EFL classroom especially at first year students of wachemo University in college of social science and humanities. The study used mixed/ qualitative and quantitative research methods. The researcher  used qualitative research techniques to collect participants experience and practices on written feedback in writing. Besides this, qualitative approach was also used to ensure the reliability of quantitative data gathering and to examine whether english teachers play relevant role in writing activity. There is no rigid guidelines which bounds about the size of sample, but scholars agree that a sample size of 10% can work well. Based on this issue the researcher planed to include about 40 research participants from the total of 349 students. Which means from each departments the researcher  selected 10% participants by using simple random method. (i.e Specifically lottery method).however the total number of students in each department were not equal, as a result the researcher selected the participants in relation with their total numbers in all departments. Since the number of teachers were very small and manageable, the researcher included all in their sampling which is known as comprehensive sampling. Through this finding, useful light has been shed on teachers general practice, their writing instruction patterns, and their implementation of feedback in the writing class. There has also been an examination of the students’ response and attitude to a feedback that occurred before the finally draft. The finding of the study is more or less positive because, it implies that the strategies of teachers’ written feedback were somehow appropriate that contributes for the learners’ development of compositions skill. However, the teachers’ job is not limited to providing feedback as such, but it extends to ensure that the feedback provided has been taken in to account. The study also identified that, most of students have poor performance in writing and they could not accept their teachers’ written feedback. This was the reason for the occurrence of problem in class room. In other way fear not to be judged by others  also, factors that affect students’ composition.

Keywords: transcribing, symbols, flout, rigid

DOI: 10.7176/RHSS/11-7-02

Publication date: April 30^th 2021