writing skill. The feedback should also be a detailed and direct feedback. Every mistake of the pupils must be identified and every strength of the writing must be highlighted. When the feedback is detailed, it will help pupils to learn where they can improve and where they need to be corrected. The feedback also needs to be direct in order for the pupil to understand the mistakes they made better. If the pupils cannot understand what the feedback is about they will not be able to make corrections or improve on their writing. There were also very few pupils who said that it made them feel good to receive feedback. This shows that pupils do not like to receive feedback. This can be due to the type of feedback received. If pupils keep on receiving negative feedbacks they would lose the interest to write. They may not even read the comments given by the teacher. By giving positive feedback, the pupils should feel that their piece of writing is appreciated. They will also make the effort to read all the comments given.


As the study shows, feedback plays a very important role in teaching writing. Through feedback, pupils can correct their errors made in their written task and also improve their writing skills.

However, giving feedback and writing multiple drafts before submitting the final product is time consuming. As mentioned earlier in the introduction, there are many aspects to be covered in teaching English in Malaysian schools. Besides, time is also an issue as there is very limited time allocated in teaching English in the classroom as a subject.

Thus, teachers can opt to use technology in teaching writing. Since technology is the current trend for pupils and not only that, a majority of households in Malaysia have access to technology in their homes, teaching and learning can be carried out using technology. This will make the task easier as pupils can complete their time out of the classroom, wherever they are. They will also be able to complete their tasks easily as they can do it using their mobile phones. As many pupils use a smartphone these days, completing a task out of classroom will not be a problem. These will solve many problems arising on teaching the writing skills. Many different platforms can be used to carry out writing activities such as Telegram, Facebook, Whatsapp and also Goggle Classroom. All these can help make teaching writing not only easier but also more interesting.

Besides, a further study can also be carried out using a larger population and more samples. The samples for this study were a small number and only based on one school. Thus, this study can be carried out in other secondary schools in the state or country.

6. Conclusion

Based on the findings, it can be concluded that there are teachers in Malaysian schools who practice giving feedback to their pupils in their writing tasks. However, how the process of giving feedback is carried out varies among teachers. There must be a standardized guideline for teachers to give feedback to pupils. This will help teachers to give feedback and also to help pupils to improve their writing. This study on pupils’ perception will help teachers to see what pupils want as feedback and how they want it. This study has proven that feedback is necessary in order for pupils to improve their writing skills. However, more studies should be done as to how the process of giving feedback should be carried out. There must be a study on how the guidelines should be done to have effective feedback.

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.


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