Implementation of Remedial Feedback and Observable Progression System in GFP English Writing

Abstract

Despite the fact that teachers and students disagree about feedback methods and its efficacy continues to be a major issue in higher education, it is universally understood that effective feedback improves students' performance. This highlights the necessity for a thorough study and greater justification of any potential discrepancies in practices and behaviour. This study aims to investigate and explore both teachers' and students' acceptance of written corrective feedback and concerted effort towards observable improvement. This study also intends to evaluate related narratives, methods, and constraints that prevent or augment such effectiveness. Furthermore, the outcome of this research will focus on designing and implementing the written corrective feedback as an observable improvement strategy in General Foundation Program (GFP) English writing classrooms. To substantiate the research objectives, an experimental and a control group consisting of 10 teachers each and 100 GFP English students with 25 from level 3 will be subjected for experimental evaluation.