Students’ Reposte to English Teachers’ Corrective Feedback in Composition Writing in Bulawayo, Zimbabwe

Stella Muchemwa, Allida Daniel


English students need corrective feedback from their composition teachers so that they can improve their composition performance. This study focused on the students’ response to teachers’ corrective feedback in composition writing in Bulawayo.

The study used a qualitative research methodology where data was obtained through interviews and content analysis sing a convenient sample of seven “O” Level (form four) English Language students from one school conveniently chosen (due to its large number of students, easy accessibility and familiarity of the researcher to the English Head of Department. The researcher used semi-structured interview schedules for students and self-constructed document analysis guide to analyze the students’ marked composition exercise books. Findings showed that, when considering students’ responses to teachers’ corrective feedback, students were positive about composition writing because of the following reasons: teachers were sensitive to their composition needs; they benefited from timely teachers’ written and oral feedback; teachers’ provision of model answers; teachers’ meaningful marks which were also recorded for future references and teachers’ use of correction codes made their compositions appear smart. However, although the students liked and largely benefited from the teacher’s corrective written feedback as well as the oral feedback, some of them failed to get maximum benefit because they could not understand teachers’ correction codes and limited composition feedback resources. Also, other students doubted if teachers marked their compositions when they had time to do so. The study recommended teachers to always give composition mark allocation and explain their grading system that they use for every composition assigned to students. Again, English composition teachers should make use of elaborated correction codes.


Bulawayo; Zimbabwe; response; feedback

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