Teachers’ practices of written corrective feedback in English writing: A Tanzanian perspective

This study assessed teachers’ practices of written corrective feedback in English language writing skills in secondary schools from a Tanzanian perspective. Specifically, the study intended to examine teachers’ awareness of written corrective feedback, its importance and their practices in providing it. The study employed a qualitative research approach. The study used interviews, focus group discussions and documentary reviews to collect data from 16 teachers and 32 students who were purposively selected. The findings from the interviews, documents and group discussions were thematically analysed. The results showed that teachers (77%) were unaware of the importance of written corrective feedback, but a few (23%) were aware of its importance. Also, the results showed that teachers were unaware of the strategies to use while providing written corrective feedback. Teachers rarely assigned composition writing; instead, most assignments focus on language structure. Hence, teachers unknowingly used direct written corrective feedback for the few composition assignments provided. Similarly, it was also noted that teachers marked students’ composition errors without providing written corrective feedback.