The Effect of Formal Feedback on the Improvement of Writing Skills of O-Level Students in Selected Private Schools in Lahore

Abstract

This study explored the effect of teachers’ feedback on O-Level students’ English composition writing in private high schools in Lahore. A mixed-method approach was used to gather data through the use of survey questionnaires and essays. Research participants (n=75) were selected using the random sampling method. The ESL composition profile constructed by Jacobs et al (1981) was used to examine the quality of learners’ first draft and second draft. The essays were rated before the feedback (first draft) and after the feedback (second draft). A paired sample T- test was run to understand whether there was a significant difference between the first draft and the second draft. Results of the paired sample T-Test showed that the scores increased significantly in the second draft as compared to the first draft. Teachers’ comments had a constructive effect on the quality of writing. This study revealed that students get assistance even from marginal feedback.