The impact of in-text feedback vs. rubric-based feedback on writing performance and self-efficacy of Iranian intermediate EFL learners

The primary aim of this quasi-experimental study was to delve into the contrasting effects of In-text Feedback and Rubric-based Feedback on the writing performance and self-efficacy of Iranian Intermediate English as a Foreign Language (EFL) learners. To do so, 120 intermediate female English language learners between the ages of 12 and 16 were recruited based on non-random convenience sampling method from an English language institute to take Oxford Placement Test (OPT) to ensure a homogenized group of participants. Then, 60 participants whose scores fell within one standard deviation below and above the mean OPT score were recruited. The selected participants were randomly assigned to one of three groups: the in-text group, the rubric-based group, and the control group, with each group consisting of 20 students. Each group also took writing pre-test and completed self-efficacy questionnaire before the treatment. Next, the participants engaged in the assigned writing activities which were similar and received relevant feedback types for ten sessions. After the treatment, all groups took writing post-test and completed the self-efficacy questionnaire again. The results revealed that both in-text feedback and rubric-based feedback had a statistically significant effect on the writing performance of the learners. Additionally, there was a significant difference in the effect of in-text feedback versus rubric-based feedback on writing performance. In terms of self-efficacy, both types of feedback showed a statistically significant effect. However, there was no significant difference between the effects of in-text feedback and rubric-based feedback on self-efficacy. The findings of the study carry important implications for various stakeholders involved in English as a Foreign Language (EFL) learning, including learners, teachers, language centers, and teacher trainers.