The impact of written corrective feedback on students’ writing performance, self-efficacy, and anxiety

Authors

  • Mohammad Hasan Razmi Kerman University of Medical Sciences, Kerman | Iran
  • Mohammad Hossein Ghane Yazd University | Iran

DOI:

https://doi.org/10.17239/jowr-2024.16.02.04

Keywords:

Writing performance, corrective feedback, self-efficacy, anxiety, second language acquisition

Abstract

This paper investigated the impact of direct unfocused written corrective feedback (WCF) on EFL students’ writing improvement, self-efficacy, and anxiety. To this aim, 52 Iranian male learners were selected as participants by using the Oxford Placement Test and randomly placed in an experimental and a control group. The participants completed a pre-test that included a writing task, the writing self-efficacy questionnaire (WSEQ), and the Second Language Writing Anxiety Inventory (SLWAI) to assess their writing skill, writing self-efficacy, and writing anxiety, respectively. Having attended 15 sessions of writing instruction in which only the experimental group received WCF, the participants again completed a writing task, the WSEQ, and the SLWAI in the posttest procedure. The results showed that the experimental group outperformed the control group in all three constructs, indicating that WCF has a positive impact on EFL students’ writing performance, self-efficacy, and anxiety. Implications of the study are presented.

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Published

2024-05-12

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Section

Articles

How to Cite

The impact of written corrective feedback on students’ writing performance, self-efficacy, and anxiety. (2024). Journal of Writing Research, 16(2), 271-321. https://doi.org/10.17239/jowr-2024.16.02.04

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