Teachers’ Feedback and Correction on L2 Students’ Written Tasks: A Comparative Qualitative Case Study of Bangladeshi and Nigerian Secondary Schools
DOI:
https://doi.org/10.15282/Keywords:
L2 writing, Secondary education, Student perceptions, Teacher feedback practices, Written corrective feedback, Writing skillsAbstract
Writing is essential for academic performance and professional success, yet many L2 learners in under-resourced secondary school contexts face persistent challenges in developing effective writing skills because of poor instructional quality and inadequate support from their teachers. Although teacher feedback has been widely studied in higher education and controlled settings, comparatively limited research has examined its operation within Global South secondary classrooms. This study investigates teachers’ feedback and correction practices in Bangladeshi and Nigerian secondary schools using a comparative qualitative case study design. Through structured and semi-structured interviews with teachers and students, the study examines the nature of feedback practices, students’ responses to feedback, and their perceived impact on writing development. Findings indicate that teacher feedback is widely regarded as essential for improving writing skills and sustaining motivation in both contexts. However, subtle cross-case differences emerged in students’ engagement with feedback, particularly regarding clarity, personalisation, and metacognitive reflection. The study highlights the importance of clearly communicated context-sensitive feedback practices in supporting L2 writing development in structurally comparable secondary school environments.
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