Current Scenario of Teacher Feedback in EFL Writing: A Study in the Primary Schools in Dhaka City

Aysha Siddique

Jan-Feb-Mar

Abstract
Despite the perceived importance of formative feedback, there is a lack of empirical research on how EFL writing feedback is actually understood and practiced by teachers in Bangladeshi primary schools. It is unclear what types of feedback, such as direct correction, indirect cues, or comments on content and organization, are most commonly used, how teachers choose their feedback strategies, and how learners perceive and use this feedback. Therefore, the study aimed to examine and analyze current practices and perceptions regarding teacher feedback on EFL writing in primary schools across Dhaka City. Without a clear understanding of the current situation, designing targeted interventions to improve feedback effectiveness and, in turn, enhance primary-level EFL writing outcomes in Dhaka is impossible. To conduct the study, a stratified random sample of 30 primary schools from Dhaka City was selected, representing two strata: Government Primary Schools (GPS) and Registered Non-Government Primary Schools (RNGPS). From each school, 2 EFL teachers (total n=60) were randomly chosen to complete the questionnaire. The survey explored teachers' current feedback practices related to EFL writing in primary schools. Both descriptive and inferential statistics were used to analyze the data. The results revealed a predominant focus on error correction, particularly in grammar and vocabulary. The findings also identified significant constraints, such as large class sizes, time pressures, and the perceived need to prepare students for summative exams, which influenced their feedback practices. The study concludes that teacher feedback in this context remains predominantly product-oriented and summative, shaped by systemic constraints and exam-centered cultures. It recommends shifting toward balanced, process-oriented feedback practices through targeted professional development for teachers and systemic support.

Keyword: EFL writing, teacher feedback, written corrective feedback, primary education, Bangladesh.

Research Area: ELT

Country: Bangladesh

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