Factors affecting teacher feedback on writing achievement, self-efficacy, and self-regulation in EFL context

I Ketut Wardana; Dewa Ayu Ari Wiryadi Joni; Anak Agung Putu Arsana

doi:10.17509/ijal.v14i3.73964

Factors affecting teacher feedback on writing achievement, self-efficacy, and self-regulation in EFL context

I Ketut Wardana, Dewa Ayu Ari Wiryadi Joni, Anak Agung Putu Arsana

Abstract

This research aimed to determine the effectiveness of TCF (Teacher Corrective Feedback) in enhancing participants' English paragraph writing skills, assess its impact on their self-efficacy and regulation, and explain the factors influencing its effectiveness. Using purposive sampling, 180 students from six junior high schools were recruited as participants. A mixed-method design was employed to process quantitative data from tests and questionnaires that were analyzed using descriptive statistics, paired-sample t-tests, and correlation analysis. Meanwhile, qualitative data were taken from semi-structured interviews and examined through thematic analysis. The findings indicate that TCF significantly developed participants' English writing skills, with a notable increase from a pre-test mean score of 49.13 ("poor") to a post-test mean score of 78.09 ("good"). Feedback also enhanced participants' self-efficacy from 2.85 ("moderate") to 3.88 ("high"). Paired-sample t-test results show that feedback had a significant effect on writing skills, with a Sig. (2-tailed) value of 0.000 < 0.05 and a strong effect size (Cohen's d = 2.692). Pearson correlation tests revealed significant correlations between self-efficacy and writing achievement (Sig. (2-tailed) value of 0.038 < 0.05) and between self-regulation and writing skills (Sig. of 0.07 < 0.05 and r = 0.200 > 0.155). The success of TCF relies on individual factors like student readiness, self-awareness, knowledge, and learning goals, as well as external factors such as teacher influence, peer dynamics, and the school environment. These findings indicate that long-term, adaptive feedback strategies are crucial for maximizing the effectiveness of feedback in enhancing students' English writing abilities.

Keywords

corrective feedback; writing errors; self-efficacy; self-regulation

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APPENDIX

Add here if any.

Brookhart, S. M., & McMillan, J. H. (2020). Feedback and measurement. Classroom Assessment and Educational Measurement, 63.

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.

Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited.

Greene, J. A., Bernacki, M. L., & Hadwin, A. F. (2024). Self-regulation. Handbook of Educational Psychology, 314–334.

Hakim, A. (2021). Complexity, Accuracy and Fluency, Reformulation as a Corrective Feedback Strategy in Pair and Individual Writing and Revision: A Study in an EFL Context. The University of Memphis.

DOI: https://doi.org/10.17509/ijal.v14i3.73964

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