<![CDATA[This study examines the effectiveness of electronic feedback (e-feedback) delivered through Microsoft Word in enhancing English writing skills among university students. Employing a quasi-experimental design with pre-test and post-test control group, the research involved 20 fourth-semester students at STAIN Mandailing Natal, divided equally into an experimental group receiving e-feedback via Microsoft Word's Track Changes and Comment features, and a control group receiving conventional written feedback. Data were gathered through writing tests, questionnaires, and documentation. Statistical analysis using paired t-tests and independent samples t-tests revealed that the experimental group achieved significantly higher post-test scores (M = 81.40) compared to the control group (M = 71.20), with a significance value of p = 0.003 (< 0.05). Furthermore, student questionnaire responses indicated highly positive perceptions toward e-feedback in terms of clarity, accessibility, and motivational value. These findings affirm that electronic feedback through Microsoft Word constitutes a substantially more effective instructional strategy in teaching English writing than traditional paper-based feedback approaches.]]>
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