<![CDATA[This study investigated the effects of focused versus comprehensive written corrective feedback (WCF) and revision on EFL learners’ writing accuracy and quality across three measurement occasions. The participants were 130 intermediate EFL learners aged 20–22 years enrolled in an undergraduate program at Universitas Pahlawan Tuanku Tambusai. They were assigned to four conditions combining feedback focus (focused vs. comprehensive) and revision (revision vs. non-revision). Data were analyzed using Spearman’s rank-order correlation and mixed factorial analysis. Spearman’s correlation examined relationships among indicators of writing accuracy and quality, while the mixed factorial analysis examined the effects of time, feedback focus, revision, and their interactions. The results showed significant associations among several writing accuracy and quality indicators across the conditions. For writing accuracy, no statistically significant effects were found for time, feedback focus, revision, or their interactions. For writing quality, feedback focus had a significant main effect, F(1, 126) = 41.686, p < .001, partial η² = .249. The multivariate analysis also showed a significant overall effect of time, Pillai’s Trace = .049, F(2, 125) = 3.245, p = .042, partial η² = .049. However, none of the Time × Feedback, Time × Revision, or Time × Feedback × Revision interactions was significant. These findings suggest that feedback focus may contribute more substantially to overall writing quality than writing accuracy, while revision alone did not produce significant differences in either outcome. The findings highlight the importance of multidimensional writing assessment and structured learner engagement with feedback during revision.]]>
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