The Impact of Feedback on First-Year University Students' Writing Development: A Study at A University in Hanoi, Vietnam

This study investigates the impact of feedback on the writing development of first-year university students, employing a mixed-methods approach to provide a comprehensive analysis. The quantitative phase involved pre- and post-tests of 118 students, revealing significant improvements in coherence, clarity, grammar, and overall writing quality. The paired samples test results showed mean differences of -2.076 for coherence, -1.983 for clarity, -0.441 for grammar, and -2.119 for overall quality, all with p-values of 0.000, indicating substantial enhancements due to the feedback intervention. The qualitative phase explored students' perceptions of feedback through surveys and semi-structured interviews with 20 students. Findings indicated that detailed, constructive, and timely feedback positively influenced students' motivation, engagement, and reduced writing anxiety. Conversely, vague or overly critical feedback had detrimental effects on these aspects. This study provides valuable insights into the feedback mechanisms that best support first-year students' writing development, offering evidence-based recommendations for educators to enhance teaching strategies and improve academic outcomes.