The Effects of Oral and Written Feedback on Students’ Academic Achievement in the department of English at Parwan University
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Abstract
Feedback is an essential part of the learning process, as it helps the learners understand their strengths and weaknesses and improve their performance in the learning process. This study examines the students’ perceptions of oral and written feedback in the Department of English at Parwan University. A quantitative descriptive-analytical approach was employed, with data collected from 52 undergraduate students through a researcher-designed 10-item questionnaire consisting of five items on written feedback and five on oral feedback. The questionnaire was administered through Google Forms, and the data were analyzed in SPSS27 using frequencies and percentages. The findings reveals generally positive perceptions of both forms of feedback. Regarding written feedback, 90.4% of students reported that it helped them understand their strengths and weaknesses, while 84.7% indicates that it supports improvement in future assignments. However, 50% reported that delays reduced its usefulness. Regarding oral feedback, 61.5% reported that it helps students understand their strengths and weaknesses, 67.3% indicated that it supports future performance, and 73.1% reports actively using it. Overall, the findings suggest that both forms of feedback are valued by students, with written feedback supporting reflection and oral feedback offering greater immediacy in the learning process.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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