Formative Assessment and English as A Foreign Language (EFL)Teachers’ Corrective Feedback on Teaching Writing in HigherEducation Level: Practice and Challenges
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Abstract
Assessment and corrective feedback are vital in enhancing the learning process by guiding students toward improvement. These elements help identify areas of strength and weakness, allowing learners to refine their skills and understanding in writing. To better understand the practice and challenges, this study explores the practices of four English language instructors in administering formative assessments and providing feedback on 19 students’ writing within the English Education Department at IAIN Sultan Amai Gorontalo. It also examines the challenges instructors face in delivering formative assessments and feedback in the context of writing instruction. Additionally, it investigates students’ attitudes toward lecturers’ feedback on their writing performance. This study uses narrative inquiry to have a deeper understanding of the topics. This study used an observation sheet, interview guidelines, and a questionnaire to collect the data. The study reveals that English as a Foreign Language (EFL) teachers employ diverse strategies for formative assessment in writing classes, including Short Writing Prompts, Error Correction Tests, Paragraph Writing, Guided Writing, and Summary Writing. These strategies target key writing aspects such as grammar, coherence, idea organisation, and critical thinking, fostering holistic writing development through regular feedback and practice. However, instructors face challenges such as managing workloads and time constraints, ensuring students understand and apply feedback effectively, balancing constructive criticism with motivation, and addressing emerging issues like plagiarism, citation errors, and AI-generated content. Students value detailed feedback, particularly on grammar and writing structure, and appreciate positive reinforcement alongside constructive criticism. Despite recognising its importance, many students struggle to implement feedback in their revisions effectively. The findings underscore the need for balanced, actionable feedback and greater technology integration to enhance writing instruction and support students’ confidence and skill development.
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