Exploring the impact of form and content feedback on EFL writing proficiency: A quasi-experimental study

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.