Comparing the Effects of Teacher Feedback, Automated Feedback, and Integrative Feedback on EFL Learners’ Writing Accuracy and Writing Apprehension

Abstract

This study compared the effects of teacher feedback (TF) characterised as feedback provided by the teacher, automated feedback (AF) referred to feedback given by an Automated Essay Scoring system, and integrative feedback (IF) defined as feedback administered by both the teacher and an Automated Essay Scoring system on writing accuracy and writing apprehension (WA). The participants were 187 Iranian upper-intermediate EFL learners within the age range of 18 to 42 from both genders studying at nine language schools across Iran. Initially, these learners were divided into three experimental groups. Once the groups were in place, they were given a Test of English as a Foreign Language (TOEFL) independent sample task and a writing apprehension measure (WAM) as pre-tests. Then, one of the groups received TF (N=64), another group was exposed to AF (N=62), and the third group was provided with IF (N=61). After the treatments, the three groups received a writing post-test and the WAM. The results of ANCOVA indicated significant differences among the effects of TF, AF, and IF on writing accuracy (effect size = .58) with the IF group outperforming the other two groups. However, there was no significant difference between the TF and AF groups. The results of Kruskal-Wallis showed that there were significant differences among the effects of TF, AF, and IF on WA (effect size = .83) with the IF group exhibiting more reduction in WA compared to the other groups. Additionally, there was a significant difference between the TF and AF groups, with the TF group displaying more reduction in WA compared to the AF group. Based on the results, it is suggested that EFL teachers employ both TF and AF in combination to enhance EFL learners' writing accuracy and reduce writing apprehension.