English writing activities and students’ perception of teachers’ feedback in urban Bangla medium higher-secondary schools in Bangladesh

Abstract

This Study investigates the current English writing activities and teachers’ feedback in the context of urban Bangla medium Higher secondary school students. This research explores the frequency of writing activities held in class, the perception of the students concerning teachers’ feedback and the changes they bring after receiving the feedback. A qualitative research methodology was employed in this study where seven students from four different urban institutes were interviewed to grasp the students’ perspective about the issues. The interviews were recorded, transcribed, coded and the categorized based on the themes of the research questions. The major findings included non-existing writing activities in classrooms, students’ perception of the feedback being hollow and meaningless, and students’ lack of scope to do meaningful changes in their writing after receiving the feedback. This study finds the current method of providing feedback to be ineffective in identifying the errors and it lacks the scope to make meaningful changes in English writing.