Barriers to Giving Effective Summative Feedback on EFL Writing of the HSC Level Students: Teacher Perspectives

Mohammad Ali & Shah Sadia Afrin

Jan-Feb-Mar

Abstract
This study examined the barriers perceived by college teachers in providing effective summative feedback on English as a Foreign Language (EFL) writing to Higher Secondary Certificate (HSC) level students in Bangladesh. A quantitative survey was administered to 20 teachers (10 government college teachers, 10 non-government college teachers) who rated their agreement with 13 potential barriers across institutional, student-related, curricular, and teacher-related domains. Descriptive statistics and independent-samples t-tests were used to compare perceptions between the two groups. Results indicated that both government and non-government teachers commonly endorsed barriers related to large class sizes, inadequate institutional resources, and students’ primary interest in grades over developmental feedback. However, significant differences emerged: non-government college teachers reported significantly greater barriers related to inadequate training on providing summative feedback (p = .015) and an institutional culture that prioritizes syllabus coverage over meaningful feedback (p = .003). These findings suggest that while systemic challenges are widespread, non-government teachers face distinct professional development and cultural pressures that impede effective feedback practices. The study underscores the need for equitable training opportunities, investment in feedback resources, and a cultural shift within institutions toward valuing process-oriented feedback over examination-driven syllabus completion.

Keyword: Summative feedback, EFL writing, HSC, teacher perspectives, Bangladesh, institutional barriers

Research Area: ELT

Country: Bangladesh

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