Assessing Teachers‟ Practices On Indirect Written Feedback In Efl Classes: Focus On Grade 9th Students At Silkamba Secondary School

Abstract

The purpose of the study was to assess teachers‟ practices of indirect written feedback on students‟ writing in west Showa, Nonno district, Silkamba secondary School in focus. It was conducted toassess the strategies teachers use to provide indirect written feedback to the learners, investigate the significant factors that hamper the implementation of teachers‟ indirect written feedback, and assess the teachers‟ indirect written feedback provision practices to the learners‟ writing.A descriptive research design was used to conduct this type of research. In order to attain the objective, qualitative research method was employed. The participants of the study were all Silkamba Secondary School English language teachers and students. The data collection instruments used was document analysis, classroom observation, interview, and questionnaire. The results of the study from the data analyses revealed that even though the teacher had positive attitude of indirect written feedback, the actual practice was not effective for the teachers‟ indirect written feedback dominating the class. It was also found out that, teacher dominated in giving feedback and it was not handled properly. The teachers were used product approach in teaching writing and used direct feedback. It was suggested that teachers are expected to change their belief into practice. In addition to this, teachers are recommended to use indirect written feedback type to get students take part in correction process. Teachers Should make conductive environment for students to take part in practicing on writing and students should be interested and enjoy writing lesson to improve writingskill