Abstract:

In the context of teaching second language writing, it was found that teacher feedback is useful to improve student writing; experienced and no voice teachers can use it as a pedagogic tool. The quality of feedback provided in classroom is a key feature in any procedure for formative assessment. However, recent studies on teacher written feedback on student compositions signalled that such a feedback is vague, directive and un useful for the students to improve their compositions. In this context the main contention of this paper is to investigate teacher perceptions in teaching writing and giving feedback, how teacher reflective practices of writing feedback comments help students to improve their written compositions and in return how do reflective practices help teachers for their continuous professional development. A feedback model was prepared with the help of previous research and used for teachers’ reflective practices. Results indicate that there is a mismatch between teacher perceptions and their classroom practices. Reflective feedback helps students to improve their written compositions and it also helps teachers to reflect on their feedback skills, in continuation these practices help teachers for their continuous professional development.

Keywords:

Teacher’s perceptions, written feedback, fine tuning teacher feedback, reflective practices.