<![CDATA[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.]]>
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