Gebru, Amanuel (Ass. Prof)Abebe, Mekonnen2021-10-192023-12-052021-10-192023-12-052009-06http://etd.aau.edu.et/handle/123456789/28237The main purpose of the study was to explore students' perception and significance of feedback in the writing class. The specific objectives were to: a) investigate factors responsible in affecting students' perception of the significance of feedback on their writing. b) examine how students handle the feedback they receive and the strategies they use to apply to their subsequent writings. c) asses if students have problems in interpreting the teacher's responses, and d) examine whether or not teachers encourage their learners to act onl reinforce the comments provided. In order to achieve the above objectives, data was collected using questionnaire and collected data was verified using interviews. Out of the total population of grade 11 students of the Bole Senior Secondary and Preparatory School, 114 (12%) students were taken to be subjects of the study. The interview of those 30 students was audio recorded and transcription was done later. The result of the study revealed that students feel that the feedback is useful and it helps them improve their writing, to be aware of their mistakes, identify their errors, and correct their weak points. Regarding students' strategies of handling teachers' comments, it was found that students reread their essays to refresh their memories enough to give the teacher's comments a meaningful context for interpretation and give considerable attention to it when they get their paper back. It was also found that students have difficulties in understanding teachers' feedback out of which comments provided in the form of phrases are the most common ones. Besides, the data analysis and discussions showed that students are encouraged to incorporate the comments provided in various ways such as class work and home work writing tasks, and in the essay examinations. On the basis of the findings, it was recommended that teachers should be able to provide adequate, clear and easily understandable feedbacks so as to enable students to use it appropriately and convey the intended message.enFeedback in the Writing ClassThesis