Abstract:
This study mainly endeavored to assess the practice of EFL teachers’ written feedback on
students’ writing. It was conducted to examine teachers’ techniques of supplying written
feedback, to explain the reasons why teachers provide feedback, to identify the frequency of
feedback provision on students’ writing, and to find out students’ feeling towards teachers’
written feedback. In order to achieve the objectives, a descriptive survey design involving both
quantitative and qualitative research methods were employed. In addition to this, the study was
targeted on grade 11 students; as a result, 206 students were selected through systematic
random sampling, where as 7 EFL teachers were chosen on the basis of purposive sampling,
besides three preparatory schools, specifically Ataye, Majete and Shewarobit were participated
hoping that the study might be generalizable. These schools were chosen on the basis of
judgmental sampling. Moreover, questionnaire, interview and document analysis were preferred
data gathering tools. Furthermore, the findings revealed that most of the teachers had lack of
good feedback practice; for this reason, teachers’ written feedback still lacked scientific ways,
that is, it were vague, it was intended to differentiate students’ performance rather than monitor
the students’ writing progress, it did not encourage to produce additional drafts and it was not
addressed to students’ at a right time were some of the major problems. Finally, based on the
findings of the study, the researcher would like to recommend that teachers should fill their own
gaps on written feedback to shed light on students’ writing development; students should pay attention as well.
