Enhancing Writing Skills of ESL Learners through Teacher’s Feedback

Abstract

Effective feedback from teachers may assist students in understanding their level of
competence and shortcomings. This study investigates the impact of teacher feedback on the
writing skills of ESL (English as a Second Language) learners. The study employed
experimental design and selected 40 APEX college students via systematic sampling. Data was
collected using pre-tests and post-tests. The ANOVA test was applied to infer the significance
of the groups. The result is that the targeted feedback strategies in ESL writing instruction to
facilitate improvements in writing proficiency among ESL learners proved to be significant.
The teachers’ feedback in enhancing ESL learners’ writing proficiency showed a positive
result and trend. The study recommends to incorporate teachers’ feedback in ESL instruction
for enhancement of writing skill.