Writing

Exploring Secondary School Teachers’ Feedback Practices in Written English as a Foreign Language in Tanzania

Leave a Comment / Vol 3, Issue 5 /

Authors: Doris Hergard Lyimo (University of Dar-es-Salaam), Erasmus Akiley Msuya, PhD (University of Dar-es-Salaam) and Gerald Eliniongoze Kimambo, PhD (University of Dar-es-Salaam) Abstract: This study explored the feedback practices of secondary school teachers of English as a foreign language in Tanzania. It employed the mixed approach using a concurrent embedded design to collect data from […]

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Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

1 Comment / Vol 1, Issue 1 /

This study sought to find out the students and teachers’ responses to teacher corrective feedback in composition writing among Secondary Schools in Bulawayo, Zimbabwe using parallel questionnaires for teachers and students.

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