The The Ramifications of a Comprehensive Written Corrective Feedback Model on the Educational Achievement of Learners Pursuing English Language Proficiency

Abstract

This study examines English learners' writing results after written corrective feedback (WCF). WCF's type, amount, timing, task genre and complexity, learner ability, style, and attitude are examined. In a quasi-experimental pre-test-post-test study, 60 Iraqi intermediate-level English learners were divided into an experimental group of 30 and a control group of 30. The control group received no direct or coded textual WCF with a metalinguistic explanation, whereas the experimental group received it. Pre- and post-test descriptive and argumentative essays were evaluated using established rubrics for grammatical and lexical accuracy, competence, and performance. WCF improved student writing, according to SPSS and AMOS studies. Based on their skill level, learning style, and attitude, students preferred explicit, structured training with language explanations. Integrated cognitive, affective, and social models of written communication fluency (WCF) explained 65% of outcomes. Further research is recommended based on the findings.

Highlights:

1- The study looks at how written feedback helps improve English students’ writing skills.

2- It used 60 Iraqi intermediate students divided into two groups: an experimental group and a control group.

3- The results showed that clear feedback with explanations helped students improve grammar, vocabulary, and writing.

4- Students preferred simple, clear, and well-organized feedback that matched their learning level.

5- The study shows that the feedback model is effective and suggests more research in this area.