Efficacy of written corrective feedback in english composition marking on grade 11 learners language proficiency in selected secondary schools of Kasama district of Zambia.

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Chimpunga, Steven
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The University of Zambia
This study investigated Written Corrective Feedback (WCF) on whether or not it helped language acquisition in Second language (L2) teaching among grade elevens. The study sought to: establish the familiarity of both teachers and learners with WCF; establish the nature of WCF teachers to composition written tasks; find out challenges involved in providing WCF among both teachers and learners and to ultimately, determine the efficacy of written corrective to composition marking. Four secondary schools were sampled in a single district. Grade Eleven (11) learners were used to assess their perceptions towards written corrective feedback. Twenty (20) learners were picked from each school and made a sample of eighty (80). Five (5) teachers were picked from each school making a sample of twenty (20). The total sample was 100 for both teachers and learners. Various research instruments were used for both teachers and learners. These included: A test, interviews guides, survey questionnaires and document review guides. The findings showed that both teachers and learners were familiar with written corrective feedback. 70% of learners had difficulties to interpret indirect corrective feedback which also appeared to have been the most exploited type with 80% of teachers utilizing it. The study of found out that both teachers and learners faced challenges from the point of you of interpreting written corrective feedback and providing written corrective feedback by learners and teachers respectively. On determining the efficacy, the findings showed that learners needed to have been subjected to clear corrective feedback. This entails that teachers needed to provide comprehensible written corrective feedback. The study concluded that, written corrective feedback was familiar among teachers and learners and that teachers as well as learners had unique perceptions about the practice and appreciated it differently. The study drew two major recommendations. First, a teacher needs to use corrective feedback which learners are familiar with and can interpret with ease. Second, a culture of encouraging learners to attend to their errors must be up held among teachers of English language. This can be utilized as a scaffolding tool to help learners appreciate written corrective feedback. Key words: Efficacy, proficiency, Second language, written corrective feedback
Efficacy proficiency--Second language--Zambia , Efficacy, proficiency--Written corrective feedback--Zambia