Effect of Teacher’s Written Feedback on Students’ Writing Performance: Case of EFL Second Year Students at Tlemcen University

Abstract

Teaching writing involves teachers to find appropriate methods and techniques in order to address their students’ needs. This study aims to identify students’ writing issues, looking at both what students do, and how teachers' feedback can improve their writing performance. To reach this end, an exploratory case study was conducted with second year Bachelor students at the department of English at the university of Tlemcen. The mixed-method approach has been implemented to collect both quantitative and qualitative data, using classroom observation, three teachers’ interviews, and students' questionnaires. The findings showed that students have several issues in their writing such as lack of ideas and gramma. Teacher’s feedback helped students improve their writing performance in several ways such as improving the content and style. Most students preferred to receive written feedback. This work recommends some methods and strategies for teachers of writing in order to enhance their learners’ writing abilities.