Exploring Students’ Perspectives on Teacher’s Feedback
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This study examines students' attitudes toward teacher feedback on their essays, focusing on preferences and perceptions of its impact on various writing components such as grammar, vocabulary, mechanics, and content. Conducted with 22 third-semester students from the Comprehensive Writing class at the Faculty of Language and Arts. Data were collected using a 12-item questionnaire rated on a four-point Likert scale. The results indicate a strong preference for individualized, written feedback over oral or class-based feedback, with students recognizing its critical role in their academic improvement. This study underscores the importance of a personalized feedback approach to enhance students' learning experiences and outcomes, emphasizing the pedagogical necessity of catering to individual learning needs. They perceive the teacher's feedback positively, with a mean of more than three on grammar, vocabulary, writing mechanics, content and overall writing skills content. Key insights include the need for clarity, relevance, and actionable suggestions in feedback to improve student engagement and learning outcomes
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