Teachers’ Feedback Methods and Students’ Motivation in Writing

Abstract

This study explored the association between teachers’ and students’ preferred methods and focus of feedback in academic writing, and students’ level of motivation.  It used the descriptive-correlational method using questionnaire to derive information about teachers’ methods and focus of feedback and students’ level of motivation in writing and their preferred methods and focus of teachers’ feedback. The respondents were 26 senior high school teachers handling writing subjects and 150 senior high school students from eight public high schools in Camarines Sur, Philippines, in 2020. Results show that students have a higher level of extrinsic motivation than intrinsic one. Both teachers and students showed high preference for direct feedback, comprehensive feedback, and student conferencing, indicating a close correspondence between teachers’ methods and students’ preferred methods of feedback.  However, variation in focus for providing feedback was noted for both groups. The teachers’ inclination for direct feedback did not resonate with that of students’ preference. This inquiry shows that students’ competence influences both student and teachers’ preferred methods of feedback. It also suggests that enhancing students’ language proficiency through classroom discussions and activities is the first step needed to be done to help the students become more confident to write and revise their compositions.