Exploring learner’s experiences of teachers written corrective feedback: basis for an intervention program

This study explored the experiences of Grade 12 senior high school learners with teachers' written corrective feedback (WCF) on their English writing compositions. The participants of this study comprised of 85 grade 12 learners and 2 English teachers. Quantitative and qualitative analyses were used. This study revealed that written corrective feedback (WCF) improved the learners' writing skills in their mechanical errors, followed by grammatical and vocabulary errors. Also, study shows that teachers employed different kinds of feedback strategies namely; direct feedback which is the most used, followed by indirect feedback and metalinguistic feedback. Moreover, learners perceived WCF as an important tool for improving their writing skills, particularly capitalization.