Factors Influencing Effective English-Teacher Composition Feedback Practices in Bulawayo, Zimbabwe

Vencie Allida, PhD, Lecturer, School of Education ,
University of Eastern Africa, Baraton, Kenya.
Prof. Stella Muchemwa, PhD*, Professor of Language and Communication, Solusi University, Zimbabwe
*Corresponding author: muchemwas@solusi.ac.zw

Received June 24, 2018; Revised October 24, 2018; Accepted October 30, 2018

Abstract: Teachers’ feedback practice in English composition teaching at secondary school is consciously and unconsciously influenced by a number of factors. The study answered two research questions on how teachers describe their feedback knowledge, resource availability, teacher attitude and teacher motivation and which of these factors predict teacher composition feedback practices. This study used questionnaires to gathered data from 46 “O” Level English teachers from Bulawayo Province. Data was analyzed by SPSS Version 23. Descriptive statistics results revealed that teachers were exposed to feedback dissemination to English composition students and they valued it. They also had a positive attitude toward giving English composition students feedback. However, they were lowly motivated to work and feedback resources were limited. Regression analysis showed that teacher motivation and teacher attitude best predicted teacher Feed Up practice while teacher attitude and teacher motivation best predicted teacher Feed Back practice and the Feed Forward practice was best predicted by teacher motivation, teacher attitude and resource availability. This means that teacher motivation, teacher attitude and resource availability are essential factors for they predicted teacher feedback practice. Recommendations included that the responsible ministry should ensure that the teachers are catered for in their teaching endeavors so that they are motivated to do their work. Also, the stakeholders and the responsible ministry should make composition writing and feedback resources available for effective composition teaching-learning processes. There is also need to facilitate teachers to attend workshops and seminars.