Writing Skills Through Performance Feedback: English Teachers Annotation

The study unfolded teachers’ perspective and practices in giving performance feedback to students’ writing skills. This study employed a phenomenological research design which aims to determine the experiences and perceptions of the seven (7) participants. Three themes emerged on the annotations of the teachers in giving performance feedback to students writing skills were the need to widen vocabulary skills, encouragement to write content rich composition, and the necessity of developing a reading habit. Meanwhile, on the teachers’ feedback giving on students writing skills three themes emerged from the responses of the participants which were establishing manageable criteria for success, commending writing success, and responding as a reader not as a writer. Further, the following were the themes generated from the insights drawn from the experiences of the teachers which were performance feedback is educative in nature, positive learning environment for writing skills development, and including coaching approach in performance feedback. The results implied that teachers should expand their strategies in providing useful feedback to students. In order for it to be effective the criteria for success must be: fair, consistent, clear, and responsible. Moreover, the results generated provided comprehensive data in conducting future research with similar scope.