‘Feedback and Writing Performance of Iranian EFL Learners’ by Fatemeh Alipanahi


Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Teacher/student feedback and students self-efficacy, as key elements of social cognitive theory, appear to be an important variable because it affects students’ motivation and learning. This article investigates empirical literature about the role of student and teacher feedbacks in EFL writing performance. It also explored the relationship between learners’ self-feedback and increasing their self-efficacy. Ninety advanced Iranian EFL learners were chosen as the participant of this study based on their performance on Oxford Quick Placement Test. After pretest 48 students were randomly divided into two groups: control group received teacher-feedback for their writings and the experimental group received self-feedback on their performance. The results of parametric statistics suggested no difference in writing ability of the participants receiving self or teacher-feedback, but the results showed that applying self-feedback strategies increased learners’ self-efficacy.  The results also indicated that educational programs have the possibility to enhance students’ self-efficacy, and programs based on self feedbacks proved to be particularly successful. Several factors appeared to influence students’ self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated.

Index Terms: self-feedback, self-efficacy, teacher-feedback, writing ability.

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