PATTERNS OF TEACHER AND STUDENT RESPONSES IN WRITING MULTI-DRAFT COMPOSITIONS

Author Name: 1. Charmine N. Arabejo

Volume/Issue: 07/01

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/07.2026-62945587/UIJIR

Affiliation:

1. Collat Integrated School,Department of Education – Division of Zambales, Philippines.

ABSTRACT

This study examined the patterns of teacher feedback and student responses in writing multi-draft compositions among Grade 9 students at Judge Jose De Venecia Sr. Memorial National High School. It identified the common types of Written Corrective Feedback (WCF) used by teachers, explored how students responded to these feedback strategies, and looked into whether these patterns improved students' final compositions and writing performance. Using a qualitative research design and a theory-based method of analysis, the researchers reviewed fifty selected multi-draft compositions from three Grade 9 sections. The findings revealed that Direct Corrective Feedback (DCF) was the most frequently used feedback strategy, where teachers directly provided correct forms for students' errors. The results also showed that students generally accepted and applied the corrections from their teachers when revising their work. Although the final composition ratings improved after receiving feedback, the findings suggest that this improvement mainly came from students following their teachers' corrections rather than developing their writing skills independently. The study concludes that while direct corrective feedback effectively supports students in revising their compositions, it may not necessarily lead to deeper writing proficiency without active student participation in the revision process. The findings offer valuable insights for teachers and curriculum developers in choosing appropriate feedback strategies that support students' writing development.

Key words: Written Corrective Feedback, Direct Corrective Feedback, multi-draft composition, teacher feedback, student response