IMPLICATIONS OF FEEDBACKING TECHNIQUES ON STUDENTS' OUTPUTS AND ITS EFFECT ON THEIR PERFORMANCE AND ATTITUDE IN WRITING

The purpose of this study was to determine how English teachers’ written feedback affects students’ writing performance and attitudes. Utilizing a purely quantitative research design, the study gathered data through writing assessments and a standardized survey questionnaire. A total of 160 Grade 7 to Grade 10 students from Hinlayagan National High School participated in the research. Their writing performance was assessed using a pre assessment and post assessment, evaluated through the six traits of writing rubric: ideas and content, word choice, conventions, organization, voice, and sentence fluency. This rated from needs improvement to excellent. The feedback given by teachers was based on students’ outputs, focusing on correcting errors and providing guided suggestions. To measure students’ attitudes toward written feedback, the researcher used a validated questionnaire adapted from the study of Cinkara and Galaly (2018), titled “EFL Students’ and Teachers’ Attitudes towards Written Feedback in Writing Classes: A Case of Iraqi High-Schools.” The results revealed that students generally valued and appreciated the written feedback provided by their teachers, acknowledging its role in helping them improve their writing performance. However, statistical analysis showed no significant relationship between students’ attitudes and their actual writing performance, indicating that while feedback may enhance skills, attitude alone does not predict writing outcomes. The findings highlight the importance of giving students clear and constructive written feedback tailored to their learning needs. The study recommends that school administrators support teachers by offering professional development programs and learning action cell sessions that focus on a range of effective feedback strategies. Doing so will help educators implement more impactful approaches in their writing instruction, ultimately improving students’ performance in English.