Students’ Perceptions and Preferences for Teacher Feedback: A Case Study of the University of Sindh, Jamshoro, Pakistan

Abstract

The teacher feedback has been considered very essential in improving students’ academic learning specifically in the field of English language learning. This study used survey methods to collect data about the perceptions of University students carried and their preferences for teacher feedback on the following five components of composition i.e. organization, content/ideas, grammar, vocabulary and mechanics at the University of Sindh, Jamshoro. The findings/results suggest that the students of the university paid prodigious attention every time to the teacher feedback given on all the above components of composition and gave great importance to the teacher written feedback given on their written task. The results, in a way, indicate the students’ interest of learning from the teacher feedback and emphasize that teachers should be constant in giving feedback to students.