ABSTRACT

This study examined secondary school students' perception of the effects of their English Language teacher's feedback on their writing improvement. Three research questions and one hypothesis gave direction to the study.

The descriptive survey was adopted in the study. The population of the study was drawn from all the 14 public secondary schools in Egor Local Government Area of Edo State- having a total of 1550 SSII students A sample of one hundred and forty-five students was used in the study. They are selected using the simple random sampling technique. The instrument of the study was a questionnaire titled “Secondary School Student’s Perception and Effects of English Language Feedback” (SSPEELF) which was used for data collection. The instrument was also subjected to validity and reliability with the Cronbach Alpha coefficient of 0.82.  The data obtained was subjected to descriptive and inferential statistics (t-test) using the SPSS version 22.  

The findings of the study revealed that the most frequent form of feedback that students receive on their writing is visual followed by written, verbal and peer feedbacks respectively. In addition, it was found that English Language teachers’ feedbacks are perceived to improve student’s grammar, use in writing, among others. Similarly the most preferred form of teachers’ feedback that students would want to receive on their writing is visual followed by written, verbal and peer feedbacks. Finally, students’ perception of the effect of their English Language teachers’ feedback on the writing improvement was not found to differ by sex. Among others, the study recommended that English language teachers, curriculum developers, and teacher trainers should continue emphasizing feedback related to grammar skills, providing specific and constructive feedback on grammar errors to support students in improving their writing proficiency.