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English teachers should realize the necessity and importance of English writing as an integrative skill which needs to be encourage in the classroom setting. Since writing is widely considered the area in which EFL learners lack most, more research is need to explore how to improve their English writing proficiency.
The purpose of the current study is to investigate the effects of teachers' feedback on high school students' errors they committed while writing on their English writing performance. The data for this experiment was gathered from 20 high school students. First, they were also asked to take pre- and post-test with the same topic to find out how their writing performance would be improved by the four times of writing practices. Next, the participants were also asked to write 4 essays (2 descriptive and 2 narrative writings) during the experiment periods. They were given a handout of the teacher's correction marks and asked to make corrections on their writing based on the marks. When evaluating their writing products, errors were counted from every 2nd draft. And the data were analyzed quantitatively using descriptive statistics and qualitative by exploring their errors in their writing samples.
The results showed that the teacher's feedback helped the participants to correct their errors and then to improve their writing ability. Specifically, 14 out of the 20 students got higher marks in the post-test than the pre-test. And the number of errors they committed while writing decreased throughout the treatment. In general, the quality of the learners' writing performance improved significantly after the treatment. Further studies are needed to investigate what kind of teacher feedback would be more beneficial, and what other linguistic areas can be improved by teacher feedback and the learners' error correction.