Factors affecting teacher feedback on writing achievement, self-efficacy, and self-regulation in EFL context

This research aimed to determine the effectiveness of TCF (Teacher Corrective Feedback) in enhancing participants' English paragraph writing skills, assess its impact on their self-efficacy and regulation, and explain the factors influencing its effectiveness. Using purposive sampling, 180 students from six junior high schools were recruited as participants. A mixed-method design was employed to process quantitative data from tests and questionnaires that were analyzed using descriptive statistics, paired-sample t-tests, and correlation analysis. Meanwhile, qualitative data were taken from semi-structured interviews and examined through thematic analysis. The findings indicate that TCF significantly developed participants' English writing skills, with a notable increase from a pre-test mean score of 49.13 ("poor") to a post-test mean score of 78.09 ("good"). Feedback also enhanced participants' self-efficacy from 2.85 ("moderate") to 3.88 ("high"). Paired-sample t-test results show that feedback had a significant effect on writing skills, with a Sig. (2-tailed) value of 0.000 0.05 and a strong effect size (Cohen's d = 2.692). Pearson correlation tests revealed significant correlations between self-efficacy and writing achievement (Sig. (2-tailed) value of 0.038 0.05) and between self-regulation and writing skills (Sig. of 0.07 0.05 and r = 0.200 0.155). The success of TCF relies on individual factors like student readiness, self-awareness, knowledge, and learning goals, as well as external factors such as teacher influence, peer dynamics, and the school environment. These findings indicate that long-term, adaptive feedback strategies are crucial for maximizing the effectiveness of feedback in enhancing students' English writing abilities.