Research Information System
STUDIES IN LINGUISTICS, CULTURE, AND FLT, vol.12, no.3, pp.31-56, 2024 (Peer-Reviewed Journal)
With process-oriented approaches becoming the norm in writing classes,
teacher-written feedback has gained significance in teaching, learning, and educational
research. As a result, writing instructors dedicate a considerable amount of time
to providing feedback. However, research on the impact of written feedback from
teachers has produced inconsistent findings regarding its effectiveness. The primary
objective of this study is to examine the effects of feedback targeting form and content
on the writing proficiency of English as a Foreign Language (EFL) students in areas of
content, organisation, vocabulary, grammar, and mechanics. For this study, we used a
quasi-experimental design. We formed two groups: an experimental group that received
feedback focused on content and a control group that received feedback focused on
form. We collected both qualitative and quantitative data through writing tests as well
as semi-structured interviews. The results showed significant improvement in writing
for both groups. Qualitative analysis revealed that students still view grammar as
important, strive for accuracy, and may resist feedback regarding the communication
of information in their writing