STUDENTS’ PERCEPTIONS OF TEACHERS’ FEEDBACK ON THEIR WRITING SKILLS AT TRA VINH UNIVERSITY, VIETNAM

Abstract

In the context of language learning, students’ perceptions of teachers’ feedback on their writing skills play a crucial role in their
overall development. Understanding how students perceive and apply feedback can provide valuable insights into effective teaching strategies and help educators tailor their approach to better support students’ learning. This study aims to explore various ways in which students perceive feedback from teachers on their writing skills, with a focus on the importance of feedback and students’
preferences for types of feedback. A 5-point Likert scale questionnaire and descriptive technique will be used to gather and analyze data on students’ perceptions of feedback. The findings show that students realize how feedback from teachers plays a part in their writing assignments since it can help them enhance their writing performance. When instructors give students feedback, especially direct feedback and written notes to help them make fewer mistakes, they are tremendously satisfied. Indirect feedback is believed to be a useful technique. The findings help teachers understand more about how students perceive feedback on their writing skills, enabling teachers to tailor their teaching methodology in teaching practices to suit their students’ needs. As a result, students can improve their writing performance as well as their academic achievement.