The Effects of Written Corrective Feedback on Students’ Academic Writing Performance and Motivation: A Longitudinal Study of Master One Literature and Civilization Students

Abstract

Written corrective feedback (WCF) has essential contributions in a language learning context, particularly in improving students' writing skills. Written performance and motivation are key aspects influenced by pedagogical techniques over an extended period of time. Comprehending the WCF consequences will guide the efficient language teaching and learning process. The present longitudinal study examines the impact of written corrective feedback (WCF) on students’ written academic performance and motivation over a one-semester period. This study focuses on Master 1 students in the field of literature and civilization at Belhadj Bouchaib University in Ain Temouchent, Algeria. In settings where English is taught as a foreign language. Despite the frequent use of written feedback in university writing instruction, a large number of learners still struggle with academic writing. This research aims to examine how written corrective feedback (WCF) contributes to improving writing quality and motivation, investigate learners’ responses to this type of feedback, and identify the types of errors students tend to correct or repeat over time. The present work employs a longitudinal mixed-methods approach, incorporating corpus analysis of student writing, as well as interviews and questionnaires. It seeks to answer three main questions : how WCF influences changes in student writing and motivation, how students engage with feedback throughout the semester, and which errors persist or improve the most. The outcomes of this examination suggested that direct, clear, and consistent feedback results in remarkable developments in students’ performance and motivation levels, particularly if students actively revise their work and apply the provided feedback. Thus, specific errors, such as punctuation, remain more resistant to correction. This research shed light on the significance of feedback, ensuring that feedback is not just a mere correction but also a means to facilitate lasting learning outcomes and student engagement.