The Effect of Direct Written Feedback on Paragraph Writing Quality And Writing Attitude of Efl Students: Bonga College of Education In Focus

Abstract

Direct written feedback in EFL writing has been a topic of interest for years. The purpose of this study was to investigate the effect of DWF on the writing quality and writing attitude of EFL students at Bonga College of Education. The study design was quasi-experimental and data was collected through written tests, attitude questionnaires, and interviews. Both quantitative and qualitative methods were used for data analysis, with SPSS version 20 used for quantitative data analysis. The instruments used in the study were validated and deemed reliable. Experts in the relevant field were consulted for their input. To analyze the collected data, descriptive statistics, along with independent samples and paired samples t-test were used. According to the research findings, there is conflicting evidence on the effect of direct written feedback on improving writing skills. However, a study shows that providing students with direct written feedback on their writing significantly enhanced their writing quality and affected their attitudes positively. This approach is useful in improving students' writing skill and attitude toward writing. Therefore, the study recommends that English as Foreign Language (EFL) teachers, curriculum developers, and policymakers should provide students with direct written feedback to improve their writing skills and attitudes.