The role of teacher reflexivity in written corrective feedback on students’ writing in Bolga East Senior High Schools

Abstract

This study aimed at investigating the role of teacher Reflexivity in the provision of Written Corrective Feedback (WCF) in Senior High Schools within the Bolgatanga East District. The research adopted a constructivist paradigm and qualitative research approach using a descriptive phenomenological design. Participants of the study were five English language teachers and twenty students. Data collection methods for this study included document analysis, interviews, and focus group discussions. Thematic analysis was employed in analysing the data. The results indicated that the English language teachers had minimal understanding of WCF and how to apply the different types of WCF to students’ essays. In addition, the study also revealed that many teachers lacked knowledge of Reflective Practices (RP) during their writing instructions, resulting in untailored WCF Practices that do not address the writing challenges of learners. As a result, RP as an element of WCF provision had its challenges that hindered its application and effectiveness in the classroom, like time limitations, large class sizes and lack of training. Hence, English language teachers need continuous professional development to enrich their knowledge and practice for a more effective application of WCF through RP. It is recommended that educational policymakers advocate for smaller class sizes in English language education to ensure effective feedback practices in the classroom. It is also recommended that further research explore how sociocultural factors influence student attitudes towards Written Corrective Feedback (WCF) and Reflective Practice (RP).