Teachers’ Feedback Practice in Teaching English as a Second Language

Abstrak

The use of feedback in teaching English has been practised in Malaysia
by ESL teachers. They have always used feedback to inform their
students about their opinions on the students’ learning, whether it is
impromptu verbal feedback or planned written feedback. However, the
quality of feedback provided by teachers is critical because it
determines the efficacy and practicality of the feedback itself. The
researcher will conduct descriptive research on the level of teachers'
feedback practice in Teaching English as a Second Language (TESL) in
this study. The study's primary goal is to provide an answer to the
topic, determining whether the level of teachers' feedback practice
should be improved or maintained. A questionnaire containing six
relevant statements regarding the level of teachers' feedback practice
will be distributed to ESL students and analysed by the researcher to
obtain reliable results on the mentioned topic. The obtained results
show three high-level statements and three average-level statements.
As a result, it is possible to conclude that the level of teachers' feedback
practice in TESL is on the high side. The researcher then stated several
implications and recommendations to help improve the average level
statements while keeping the high-level statements as a conclusion.