Abstract:
The provision of feedback on students‟ writing is a central pedagogical practice at schools and written
feedback from teachers plays the crucial role in improving students writing and their attitudes toward
writing (Coffin et al, 2003).Therefore, this study was done with the objective of examining EFL teachers’
perception, practice, and challenges of providing written feedback to students writing: The Focus of
Donga Tunto, Chacho, Sodicho and Mugunja Secondary Schools in HaderoTuntoWoreda, Southern
Ethiopia. The participants of the study were EFL teachers in the stated districts. Descriptive-co relational
research design was employed and accordingly mixed approach was used to analyze the data. In order to
select teachers, purposive sampling was used to select thirty teachers from the four sampled secondary
schools and ninety students were selected to get additional information about teachers practice by using
simple random sampling technique. Questionnaire, interview, observation and document analysis were
used as data gathering instruments. Quantitative data was analyzed through descriptive and inferential
statistics and qualitative data was analyzed by narration. The findings of the study obtained were: EFL
teachers’ perception towards practicing written feedback provision was constructive, means there was
positive perception but the practice was not good enough and the practice of written feedback provision
was medium. However, there was positive teachers’ perception to ward practicing written feedback
provision; it was inadequately practiced in stated district. Recommendations forwarded were:.teachers
should practice written feedback provision to students’ writing by breaking through the challenges of
written feedback provision, student should be interested to accept and improve the written feedback
provided by their teachers and sampled secondary schools should facilitate situations for EFL teachers to
support them practice written feedback provision to students writing.
