Investigating Teachers’ Perceptions on Written Feedback Practices in Malaysian Secondary Schools

• Published in: Turkish journal of computer and mathematics education Vol. 12; no. 3; pp. 1263 - 1271
• Main Author: Et.al, Syarina Mahmood
• Format: Journal Article
• Language: English
• Published: 10.04.2021
• ISSN: 1309-4653; 1309-4653
• DOI: 10.17762/turcomat.v12i3.887

This researchis toinvestigateteachers’ perceptions and practices about teacher-written feedbackin a secondary school in Malaysia. There are empirical studies conducted on the effectiveteacher-written feedback practicesto the students’ writing performance.However, there is a little researchwasconducted in Malaysiaon teachers’ perceptions regarding the role of teacher-written feedback in writing.Teachers’ perceptions and practices on written feedback is important to determine how teacher-written feedback place in their formative assessment.The results suggest that written feedback is commonly practiced in writing classroom and the teacher’s perceptions influenced to teacher-written feedback practices. It was found that most teachers consider written feedback is ineffective practices to help students to improve their writing. Teachers recognised that because of time constraints and students attitude influence the effectiveness of the written feedback to the learning process. Several factors were found to have a great influence on the amount and quality of written feedback. The most significant factor was trainings to influence teachers’ perception indicating that teacher-written feedback is unimportant in which was influenced teachers’ practices in the classrooms