THE IMPACT OF TEACHERS’ LINGUISTIC AND AFFECTIVE FEEDBACK ON IRANIAN EFL STUDENTS’ WRITING SKILLS
Errors and error correction are two basic elements of an EFL writing class, and Iranian EFL teachers have always been grappling with the students’ mistakes and errors. Tracking down applicable techniques and efficient strategies for correcting the students’ mistakes and errors has coerced the teachers to carefully verify the students’ behavior, skills, aptitudes, and the conditions of the class. On the other hand, one of the students’ needs in EFL writing courses is a clear assessment of their progress. Therefore, teachers may have to respond and comment on the students’ progress according to their performance. This study was an attempt to investigate the impact of teachers’ feedback and comments on EFL students’ writing skill improvement. To answer this question a One-Way Analysis of Variance (ANOVA) was carried out and the results confirmed the existence of a significant relationship between the teachers’ feedback and comments and the EFL students. The students were motivated to write more creatively and at the same time they had more improvement in writing skill. The finding based on the reports given by the teachers also suggest the students’ negative attitude toward writing as a boring, difficult, time consuming, and unimportant task gradually leaned toward a positive one.