The Role of Feedback in Reducing Errors and Enhancing Learners' Writing Composition

Writing is one of the core skills in English language learning, especially for EFL students who often face challenges in producing well-structured compositions. Effective writing instruction requires not only teaching grammar and vocabulary but also guiding students through the process of drafting, revising, and improving. One of the key tools in enhancing writing performance is the use of feedback. This study aimed to investigate the role of immediate and constructive feedback in reducing errors and improving writing composition among secondary school EFL students in Khartoum State, Sudan. The study adopted a descriptive analytical method supported by a quantitative approach. Data were collected through a questionnaire distributed to English language teachers and writing tests conducted with 70 EFL students at Karary Governmental Model School for Girls. The results were analysed using the Statistical Package for Social Sciences (SPSS), including measures such as chi-square, means, and standard deviations. The findings revealed that students significantly benefited from receiving feedback on their writing. High mean values indicated positive perceptions of feedback in areas such as error recognition, content improvement, and motivation. Furthermore, teachers who provided immediate and focused feedback helped students avoid repeated mistakes and engage more deeply in the writing process. In conclusion, feedback is a crucial component in writing instruction. When provided effectively, it supports both linguistic development and learner autonomy. The study recommends integrating structured feedback strategies into writing lessons to foster better writing outcomes for EFL learners.