The Role of Teachers’ Feedback in Improving Learners’ Written Production The case of First Year Students at the Department of English at Biskra University

Abstract

This research explores the influence of feedback from teachers on improving EFL learners writing skill. It uncovers the influence of feedback on learners' written production, investigates feedback approaches used by teachers, and tackles potential feedback difficulties. A descriptive quantitative technique was used, and data were obtained via questionnaires from 20 students and 10 teachers at Mohammed Khider University of Biskra. The findings emphasize the necessity of providing timely, precise, and specific feedback that is backed by examples. Teachers realized the need of providing pupils with customized feedback. Time limits and inspiring students to act on criticism, on the other hand, were cited as problems. The connection between feedback and writing skills is highlighted in this study, stressing the possibility for learners to increase language competence and academic success through effective feedback and strong writing abilities. It shows that better teacher training and resources are needed to improve the feedback process. This study adds to our understanding of the importance of feedback and effective writing abilities in language learning and academic situations.