TENTH-GRADE EFL STUDENTS’ PERCEPTIONS AND RESPONSES TO TEACHERS’ WRITTEN FEEDBACK: A CASE STUDY

Abstract

 In the domain of language acquisition, comprehending learners’ viewpoints and responses to teachers’ written feedback on English writing is crucial for their development as writers. This post-action research employed a mixed-methods approach to examine perceptions and responses of tenth-grade students studying English as a Foreign Language to teachers’ feedback on paragraph-writing tasks. The research, conducted during the first semester of the 2024–2025 academic year, included thirty-two tenth-grade students from a high school located in the Mekong Delta region of Vietnam. Data on students’ perceptions and responses to teacherwritten feedback were collected and analyzed using a 5-point Likert scale questionnaire and semi-structured interviews. Students’ responses indicated awareness of the significant influence that teacher feedback has on their improvement in English as a Foreign Language paragraph writing skills. They expressed a strong preference for direct feedback and written comments, which they perceived as highly effective methods for improving their writing and reducing errors. These findings offer teachers crucial perspectives on students’ perceptions of written feedback, enabling the modification of their teaching to better meet student needs.