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EFL Teachers’ Practices and Challenges of Giving Corrective Feedback on Students’ Paragraph Writing Errors: The Case of Chora Secondary School Grade 10

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dc.contributor.author Genet Berhanu
dc.contributor.author Demis Gebretsadik
dc.contributor.author Eba Teresa
dc.date.accessioned 2022-02-22T13:21:14Z
dc.date.available 2022-02-22T13:21:14Z
dc.date.issued 2021-10
dc.identifier.uri https://repository.ju.edu.et//handle/123456789/6435
dc.description.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. en_US
dc.language.iso en_US en_US
dc.title EFL Teachers’ Practices and Challenges of Giving Corrective Feedback on Students’ Paragraph Writing Errors: The Case of Chora Secondary School Grade 10 en_US
dc.type Thesis en_US


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