Abstract:
The main purpose of this study was to investigate teachers‟ written corrective feedback giving practices and challenges on students‟ paragraph writing errors. Descriptive research design (case study) was employed in the study because it is more appropriate to collect adequate information from various participants. Using simple random sampling called lottery and availability techniques, 55 students of grade 10 and 2 teachers were selected as the subjects of the study. The data were collected through, document analysis, questionnaire and interview. Then, the data were analyzed quantitatively and qualitatively. The finding of the study revealed that EFL teachers‟ written corrective feedback mainly focused on grammar, vocabulary, spelling and punctuation. Another finding is that most English language teachers correct students writing error rather than encouraging students to correct by themselves frequently. Additionally, the findings of the study showed that lack of trust on peers‟ correction, problem of prioritizing errors, heavy work load and need of students were factors that affect the implementation of written corrective feedback on students writing at secondary school level. From this, the researcher concluded that students did not get opportunity to practice writing on content and organization of ideas. Most frequently used and relied on methods of teacher written corrective feedback is ineffective when it comes to develop and promote students English writing skills. The study implies that English language syllabus designers should include topics to raise awareness of the issues such as situations that require corrective feedbacks, error types and written corrective feedback strategies. Moreover, teachers should be trained to use various written corrective feedback strategies. Furthermore, teachers should do their best in order to overcome the challenges of written corrective feedback implementation.
