Investigating the Relationship between English Teachers’ Feedback Types and Students’ Writing Accuracy in Secondary Schools

The study employed a quantitative correlational research design to examine how various feedback strategies influence students’ written performance. The participants consisted of ۳۶۰ secondary school students and ۲۴ English teachers from public schools. Data were collected through a Teacher Feedback Practices Questionnaire, a Writing Accuracy Test administered before and after instructional intervention, and a structured feedback observation checklist used during classroom writing sessions. The analysis involved descriptive statistics, correlation analysis, and multiple regression techniques to determine the strength and direction of relationships between feedback types and writing accuracy outcomes. The results indicated that teacher feedback plays a significant role in improving writing accuracy among EFL learners. Among the feedback types examined, metalinguistic feedback and indirect corrective feedback showed the strongest positive correlation with improvements in grammatical accuracy and sentence construction. Direct corrective feedback demonstrated moderate effectiveness, particularly for lower-proficiency students who required explicit guidance. Additionally, peer-supported feedback activities were associated with increased learner engagement and reflective learning, which indirectly contributed to improved writing accuracy. The findings highlight the importance of adopting a balanced and strategic approach to feedback in EFL writing instruction. Teachers who combine multiple feedback techniques while fostering a supportive learning environment can significantly enhance students’ ability to produce accurate written language. The study recommends integrating feedback training into teacher professional development programs and encouraging reflective feedback practices in secondary school writing instruction.

کلیدواژه ها:

teacher feedback ، writing accuracy ، EFL learners ، corrective feedback ، secondary education