English Language Teachers’ Perceptions in Providing Corrective Feedback on Students’ Writings in Selected Higher Education Institutions in Sulu
Feedback has been considered as an essential component that help both the teachers and their students to achieve the instructional goals through learning and teaching process. For pragmatic and academic purposes this study sought to determine the extent and the significant difference between corrective feedback among faculty members of selected public and private higher education institutions in the province of Sulu when data are group according to gender, educational attainment, status of appointment, length of service and type of school. The descriptive-quantitative research design with sixty samples amongst college English teachers in the selected public and private higher education institutions in the province of Sulu during school year 2015-2016 was employed. Generally it can be logically inferred that this study has able to provide empirical support to the claim that demographic profiles of college English teachers in Higher Education Institutions supposed to have influence on teachers’ response to students’ writing.
Key words - English Teachers, Perceptions, Providing Corrective feedback