The Effect of English Language Teachers' Feedback on Writing Skills of Secondary Level

Abstract

Writing skill is an essential component of English language learning, which enhances students' academic success and communication skills, but students face difficulty in expressing grammar, structure, vocabulary, and ideas clearly and effectively. This problem is particularly seen in students who belong to rural backgrounds where exposure to English is limited, such as in Sanghar. This study aimed to see how teachers' positive, constructive, and error-correcting feedback affects students' writing. Looking at these issues, teachers' feedback plays a critical role in their writing development.  The main objective of the research was to find out which feedback type is more effective and how students perceive feedback. Quantitative method was used in this study, in which data of 133 students (classes 9th to 12th) were collected through a questionnaire. After analyzing the data, it was revealed that students find positive and constructive feedback more valuable, whereas just pointing out errors has less impact on their performance. The result of this research is that English language teachers should make their feedback techniques more thoughtful, balanced, and encouraging.  This research is also helpful for educational planners and curriculum developers who want to make feedback strategies effective for modern classrooms.