Abstract:
The purpose l of this study was to investigate teachers’ perception, the practices and challenges
of feedback provision on WCF at Aer-Tena General secondary school. To attain the purpose,
a descriptive research method was employed. The participants of the study were 18 grade 11
and 12 students and six English language teachers. To gather data text analysis on teachers’
written commentary on students’ written composition and teachers’ interview were employed.
The collected data were analyzed using descriptive survey. The study showed that the teachers
had positive perception towards the contribution of feedback provision in improving writing
skills. The study also showed that teachers don’t provide regular writing activities which create
conducive environment and encourage multi draft writing. The study further showed that the
teachers were not selective in the types of feedback and focus on surface features of writing
than major features of students writing in their feedback. Moreover, the teachers rarely provide
immediate feedback for students’ writing and they usually provide summative feedback on the
final drafts of students’ papers. Based on the findings, the researchers recommended that
teachers should consider that writing is a recursive process in which it passes through different
phases. Therefore, to help students improve their writing skills, they should provide regular
writing activities that encourage multi-drafting process and create opportunities to practice
different types of feedback
