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All Journal PEDAGOGIK : JURNAL PENDIDIKAN
Putri Asilestari
Universitas Pahlawan Tuanku Tambusai Kampar, Riau
Education

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THE EFFECTS OF PROGRESS FEEDBACK AND WRITING SELF-EFFICACY ON EFL UNIVERSITY STUDENTS' WRITING PERFORMANCE Masrul Masrul; Putri Asilestari
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.15077

Abstract

Progress feedback is a commonly accepted instructional tool in writing training, nevertheless, the effects of progress feedback on writing performance and self-efficacy have seldom been explored simultaneously. This study examined the effect of progress feedback on university students’ writing performance and writing self-efficacy using a quasi-experimental pretest–posttest control group design. One hundred undergraduate students taking a one-semester English course participated in the study. Data were analysed using descriptive statistics, Friedman tests, paired samples t-tests, Kendall’s W and MANCOVA. The results showed a significant overall treatment effect (p <.001) and notable improvements in students’ writing performance, especially in Language and Mechanics, Word Forms, Strategy, Content and Lexis (p =.004). The students who reported higher levels of writing self-efficacy also exhibited continued increases in their writing performance. The study’s findings indicate that it is possible to increase the writing performance of EFL learners thru progress feedback strengthened by writing self-efficacy. The present study contributes to the field of EFL writing research by integrating instructional feedback and motivational beliefs in a single experimental design.
Co-Authors Masrul Masrul