Impact of Corrective Feedback on the Writing Performance of English as Second Language Learners

Abstract

This study investigates the impact of Corrective Feedback (CF) on the writing performance of thirty (30) Grade 12 Humanities and Social Science (HUMSS) strand students of Ibn Siena Integrated School Foundation, Inc. during the School Year 2023–2024, as well as its perceived benefits. A mixed-method research design was employed: the quantitative component examined the effectiveness of Written Corrective Feedback (WCF) through statistical treatment, while the qualitative component utilized Focus Group Discussion (FGD) interviews for triangulation. The intervention consisted of eight (8) essay-writing sessions, after which a post-test was administered to determine measurable improvements. Subsequently, an FGD with ten (10) selected participants was conducted to gain deeper insights into learner perceptions of the intervention. Findings revealed that the efficacy of WCF varies depending on its form. Within-session revision analyses showed that indirect corrective feedback produced statistically significant gains, while direct corrective feedback did not yield statistically significant within-session differences - though observable score improvements were noted and overall pretest-to-posttest gains were significant across both feedback types. Indirect feedback was particularly effective in promoting critical thinking, self-reflection, and long-term writing development. The results confirm that WCF is an effective pedagogical approach, as learners acknowledged and valued remedial feedback, particularly when provided by their teacher. Based on these findings, the researcher developed an enhancement program in writing instruction, highlighting the importance of tailoring WCF to students’ needs and preferences.