ANALYSIS OF THE TEACHER FEEDBACK ON 10TH GRADE ESL STUDENTS’ WRITING PERFORMANCE

Abstract

This study investigated the nature of teacher feedback on learner performance in writing skills by selecting 10th grade students and an ESL teacher from a private sector secondary in Faisalabad (Pakistan). Teacher marked the essays (written by students) and provided feedback in written form that was analyzed following direct and indirect categories model. The teacher was observed to provide both types (i.e. direct and indirect) of feedback. However, the percentage of direct feedback (51.11%) was observed slightly more than the indirect feedback (48.89%).Crossing with correction, deletion and addition (sub-categories of direct feedback) were used as a marking pattern. Whereas the location of errors and marginal commentary (sub-categories of indirect feedback), were observed being inappropriately used. These results lead to conclude that the feedback (provided by the teacher in the study) is not effective for the students. The study, therefore, suggested the teacher to utilize indirect feedback strategies to facilitate the improvement in ESL student writing