<![CDATA[This study explores the relationship between teaching style and students’ writing ability, focusing on the mediating role of feedback practice among tenth-grade EFL students at MA Bandung. Recognizing that effective writing instruction relies not only on the instructional methods used but also on how feedback is delivered, the research addresses ongoing challenges caused by inconsistent pedagogical and feedback practices in the classroom. A quantitative approach with a correlational design was employed, involving 38 students who completed questionnaires on teaching style and feedback practice and participated in a standardized writing assessment. Data were analyzed using multiple regression and mediation tests to assess both direct and indirect effects. The findings reveal a significant positive relationship between teaching style and feedback practice, and between teaching style and writing ability. However, feedback practice did not significantly mediate the relationship between teaching style and students' writing performance. These results suggest that while effective teaching promotes better feedback environments, feedback alone may not enhance writing outcomes unless it is clearly communicated and well-integrated into instruction. The study underscores the importance of adopting teaching style and feedback practice and enhancing the quality not just the quantity of feedback in EFL writing instruction.]]>
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