<![CDATA[This study examined whether writing instruction combining structured teacher feedback, affective support, and revision produced better writing outcomes than conventional correction among Indonesian vocational students. It also described the characteristics of the feedback provided and students’ writing self-efficacy after the treatment. A quasi-experimental pre-test and post-test control group design involved 70 eleventh-grade students at SMK Negeri 3 Batam, with 35 students in the experimental group and 35 in the control group. Writing competence was assessed through descriptive-text tasks using the ESL Composition Profile, while writing self-efficacy was measured after the treatment. Both groups improved from pre-test to post-test. After controlling for initial writing performance, ANCOVA showed an adjusted post-test advantage of 4.40 points for the experimental group, F(1, 67) = 28.72, p < .001, partial η² = .30, 95% CI [2.76, 6.03]. The feedback was predominantly direct (70.98%), focused mainly on surface-level features (78.20%), and frequently included affective comments (83.72%). Students also reported high writing self-efficacy after the treatment (M = 83.5, SD = 2.5). These findings suggest that structured teacher feedback combined with affective support and revision was associated with better writing outcomes in this vocational EFL context. However, because the components were delivered as an integrated intervention and self-efficacy was measured only after treatment, their individual effects and changes in self-efficacy cannot be established.]]>
Copyrights © 2026
