EFL Teachers’ Perception, Practice, and Challenges of Providing Written Feedback to Students’ Writing: DongaTunto, Chacho, Sodicho and Mugunja Secondary Schools in HaderoTuntoWoreda, Southern Ethiopia, in focus.

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.