Improving EFL Learners’ Writing Skill Through Teachers’ Feedback

Abstract

In the writing context, learners need to prove their language proficiency in the writing skill. Feedback is a paramount element in motivating students to upgrade their current level in this skill. Hence, EFL teachers tend to stimulate and improve learners’ efforts and productions by various functional tools. The present work aims to relate the teachers’ feedback to the enhancement of the second language learners’ compositions; moreover, it guides to discover the ways to in which teachers take part in improving their learners’ written productions. To deeply discuss this topic, this dissertation best follows the explorative / explanative method in order to confirm the research hypotheses. As a result, there are numerous ways that teachers could academically use to ameliorate learners’ productivity through reliable and valid feedback motives. At the end, feedback and writing share a virtuous effect on learners’ writing level development.