Today EFL writing instruction at University and Secondary schools levels in Ethiopia is basically process oriented and stresses the value of between draft revisions. Yet, current literature and classroom realities show that teacher feedback has provided inadequate support in motivating student writers to look beyond surface level errors to develop and refine their communicative purpose. Based on the assumption that substantive content revision at early stages is central to process approach to writing instruction is most productive in writing skill development, the study investigated the types of feedbackthat teachers use on students’ writing, the focus areas of teacher feedback and the potential effects of theses feedback practices in motivating students to write revisions. In so doing the current study found out the teachers used direct teacher correction which includes crossing errors in students and replacing them with their correct forms another finding of the current study is that teachers’ written feedback gives more emphasis on local errors than global errors of contents and ideas even at the very early stages of students’ writing and therefore the teacher feedback practices did not seem to be effective in motivating students to write revisions that help to explore and nurturing the developing students’ creative potential and opportunities for using skills development.
 Osmania University, Department of English