The Impact of Teacher Feedback on Students’ Writing Proficiency: A Case Study of Green University, Bangladesh

Abstract

This study evaluated the writing proficiency and attitudes of students enrolled in an English language-writing course at Green University of Bangladesh, explored the usefulness of various forms of instructor feedback, including written, oral, and peer feedback. Data was collected from a sample of 50 students using a mixed-methods approach, and the results showed that written comments were the most effective form of feedback for enhancing students' writing ability. However, the study also identified shortcomings in the feedback provided by instructors, including a lack of pertinent and actionable criticism and insufficient attention to each student's unique writing process. The study emphasizes the need for more efficient feedback techniques that prioritize the needs of students and provide specific and relevant feedback that addresses the strengths and weaknesses of each student's writing, as well as taking into account their individual writing processes.