Effect of written corrective feedback in research writing competence of non-education students

Michelle Joy Gutierrez; Sheila Mae Dabu; Alcera Mary Joy; Nest Lene Banogon; Janice R. Carambas

doi:10.55056/ed.756

Authors

Michelle Joy Gutierrez Pangasinan State University
Sheila Mae Dabu Pangasinan State University
Alcera Mary Joy Pangasinan State University
Nest Lene Banogon Pangasinan State University
Janice R. Carambas Pangasinan State University https://orcid.org/0000-0002-1937-5991

DOI:

https://doi.org/10.55056/ed.756

Keywords:

written corrective feedback, research writing, non-education students

Abstract

This research addressed several key problems: the extent of use of teachers' feedback strategies, the effects of WCF on students' performance, and the significant correlation among the variables. A quantitative descriptive research design was used, and 153 participants were surveyed through the messenger platform and Google Forms. Research findings indicate that among the four types of written corrective feedback (WCF), direct feedback was the most frequently employed strategy by teachers, while focused feedback was the least utilised. Furthermore, results indicate that students value reflective learning facilitated by teachers' written corrective feedback, especially in error recognition and constructive feedback responses, as non-education students displayed positive attitudes toward receiving feedback. The study also revealed a positive correlation between WCF and research writing performance, regardless of age, gender, or degree program, with relatively low values at 0.022, 0.003, and 0.005, respectively, using partial eta squared. Additionally, significant correlations were observed between students' GPAs in research courses and the impact of WCF, revealing a disparity in GPAs between Research 1 and Research 2. As direct, unfocused, and indirect written corrective feedback showed a statistically significant relationship in the extent of use of teachers' written corrective feedback, focused feedback shows no significant correlation. The findings emphasise the importance of evaluating different written corrective feedback strategies to enhance students' research writing outcomes. Findings call for the strategic use of written corrective feedback based on the specified needs and level of performance of non-education students. Furthermore, students, teachers, and the institution are to work hand in hand to create a culture of continuous improvement of students in research writing and academic performance through written corrective feedback.

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