The effects of written feedback on students’ writing skill, selfefficacy belief, and motivation

Abstract

This study focuses on investigating the effects of written feedback on students’ writing skills, self-efficacy beliefs, and writing motivation. It is a quasi-experimental research. Out of the four sections in the school, two sections were randomly selected and placed in the experimental and control groups. Eighty grade seven students participated in the study. Pre- and post-writing skills tests, along with questionnaires, were employed to gather data. In the pretest, the two groups had no significant difference (p > .05) in their writing skills, self-efficacy beliefs, and motivation. Both groups practiced writing essays on the same topics for three months. During the study period, the experimental group received teacher-written feedback, while the control group practiced without receiving teacher-written feedback. Finally, a post-writing skills test was given to both groups, and questionnaires were administered. The data were analyzed using an independent sample t-test. The statistical results confirmed that there is a significant difference (P < .05) between the two groups in writing skills, self-efficacy beliefs, and motivation. The experimental group students improved their writing skills, self-efficacy beliefs, and writing motivation due to teacher-written feedback. Overall, the findings suggest that providing written corrective feedback on students’ essays has a positive effect on writing skills, self-efficacy beliefs, and motivation.