THE EFFECTS OF PROGRESS FEEDBACK AND WRITING SELF-EFFICACY ON EFL UNIVERSITY STUDENTS' WRITING PERFORMANCE

DOI: https://doi.org/10.33650/pjp.v13i2.15077
Authors

(1) * Masrul Masrul   (Universitas Pahlawan Tuanku Tambusai Kampar, Riau)  
        Indonesia
(2)  Putri Asilestari   (Universitas Pahlawan Tuanku Tambusai Kampar, Riau)  
        Indonesia
(*) Corresponding Author

Abstract


Progress feedback is a commonly accepted instructional tool in writing training, nevertheless, the effects of progress feedback on writing performance and self-efficacy have seldom been explored simultaneously. This study examined the effect of progress feedback on university students’ writing performance and writing self-efficacy using a quasi-experimental pretest–posttest control group design. One hundred undergraduate students taking a one-semester English course participated in the study. Data were analysed using descriptive statistics, Friedman tests, paired samples t-tests, Kendall’s W and MANCOVA. The results showed a significant overall treatment effect (p <.001) and notable improvements in students’ writing performance, especially in Language and Mechanics, Word Forms, Strategy, Content and Lexis (p =.004). The students who reported higher levels of writing self-efficacy also exhibited continued increases in their writing performance. The study’s findings indicate that it is possible to increase the writing performance of EFL learners thru progress feedback strengthened by writing self-efficacy. The present study contributes to the field of EFL writing research by integrating instructional feedback and motivational beliefs in a single experimental design.

Keywords

Progress Feedback; Self-Efficacy Beliefs; Writing Performance.



Full Text: PDF



References


Agudelo-Hernández, F., Cuadrado, L. V., & Delgado-Reyes, A. C. (2025). Psychosocial determinants of solastalgia in children and young people of the Colombian indigenous community Embera Dobidá. SSM-Population Health, 101895.

Anglani, F., Pennetta, S., Reaiche, C., & Boyle, S. (2023). Crossing digital frontiers with cultural intelligence - a new paradigm for project managers. International Journal of Project Management, 41(8), 102543-102556. https://doi.org/10.1016/j.ijproman.2023.102543

Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3

Bandura, A. (1997). Social learning: Theory. In Encyclopedia of Animal Behavior, 1–46. https://doi.org/10.1016/B978-0-12-813251-7.00057-2

Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692

Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2010). Progress feedback effects on students’ writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation, 16(1), 53–74. https://doi.org/10.1080/13803611003711393

Graham, S., Skar, G. B., & Debra, M. (2026). Teaching writing. Scientific Studies of Reading, 30(3), iii–xii.

Hadi Mogavi, R., Deng, C., Juho Kim, J., Zhou, P., D. Kwon, Y., Hosny Saleh Metwally, A., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027

Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues (Second). Cambridge university press.

Ilgen, D., Fisher, C., & Taylor, M. (1979). Consequence of feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349–371.

Lee, I. (2023). Problematising written corrective feedback: A global Englishes perspective. Applied Linguistics, 44(4), 791–796. https://doi.org/10.1093/applin/amad038

Lefcourt, H. M. (1992). Durability and impact of the locus of control construct. Psychological Bulletin, 112(3), 411–414. https://doi.org/10.1037/0033-2909.112.3.411

Liu, Z.-M., Hwang, G.-J., Chen, C.-Q., Chen, X.-D., & Ye, X.-D. (2026). Integrating large language models into EFL writing instruction: Effects on performance, self-regulated learning strategies, and motivation. Computer Assisted Language Learning, 39(3), 466–490. https://doi.org/10.1080/09588221.2024.2389923

Malik, A., Nguyen, M., Budhwar, P., Chowdhury, S., & Gugnani, R. (2024). Leveraging high-performance HRM practices and knowledge sharing for managing technological and social change in emerging market healthcare providers. Technological Forecasting and Social Change, 205(April 2023), 123463. https://doi.org/10.1016/j.techfore.2024.123463

Makena, B., & Mpiti, T. (2024). Enhancing English language competence in scholarly writing skills: the impact of research writing retreats on emerging researchers in higher education. PEDAGOGIK: Jurnal Pendidikan, 11(1), 78-93.

Mehrdadian, P., Rabiei, M., & Khosrorad, R. (2021). Fitting a Model to Students’ Cognitive engagement: A Step Towards Accountable Education in Medical Education. Propósitos y Representaciones, 9(SPE2) 1023-1033. https://doi.org/10.20511/pyr2021.v9nspe1.1052

Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2), e24280. https://doi.org/10.1016/j.heliyon.2024.e24280

Moya, S., & Camacho, M. (2024). Leveraging AI-powered mobile learning: A pedagogically informed framework. Computers and Education: Artificial Intelligence, 7(February), 100276. https://doi.org/10.1016/j.caeai.2024.100276

Mundiri, A., Putri, D. F., & Abdullah, A. (2024). Innovative approach in curriculum development; improving education and training programs through multidimensional strategies. PEDAGOGIK: Jurnal Pendidikan, 11(2), 178–193.

OECD. (2023). Supporting Teachers to Foster Creativity and Critical Thinking: A Draft Professional Learning Framework for Teachers and Leaders. OECD.

Putri, D. F. (2024). Enhancing Critical Thinking Through the Integration of Self- Directed Learning in Sustainable Education in Madrasah. AFKARINA: Jurnal Pendidikan Agama Islam, 9(1), 1–10.

Riinawati, R., Sigit, B., Karwanto, K., Rusnadi, R., & Sulistiono, D. (2026). Linking School Financial Management To Educational Effectiveness. PEDAGOGIK: Jurnal Pendidikan, 13(1), 22–41.

Schunk, D. H., & Swartz, C. W. (1993). Schunk and Swartz - 1993 - Goals and Progress Feedback Effects on Self Efficacy and Writing.pdf. In Contemporary Educational Psychology, 18(3), 337–354.

Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91–100. https://doi.org/10.1037//0022-0663.81.1.91

Sitzmann, T., & Yeo, G. (2013). A Meta-Analytic Investigation of the Within-Person Self-Efficacy Domain: Is Self-Efficacy a Product of Past Performance or a Driver of Future Performance? Personnel Psychology, 66(3), 531–568. https://doi.org/10.1111/peps.12035

Sun, F., Wang, J., Mendoza, L., & Li, H. (2026). Acta Psychologica Exploring the relationships among large language model acceptance , enjoyment , anxiety , and self-efficacy in L2 academic writing. Acta Psychologica, 263(January), 106237. https://doi.org/10.1016/j.actpsy.2026.106237

Susilawati, S., Yaqin, M. Z. N., Wahidmurni, W., Ulfa, F. A., & Krismoneta, K. (2023). Training on Preparation of Islamic Integrated HOTS-Based Questions and Their Application in Online Learning in Elementary Schools. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(4), 867–877. https://doi.org/10.31538/munaddhomah.v4i4.459

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 487662. https://doi.org/10.3389/fpsyg.2019.03087


Dimensions, PlumX, and Google Scholar Metrics

10.33650/pjp.v13i2.15077


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Masrul Masrul, Putri Asilestari


This work is licensed under a CC BY-SA

Published by Institute for Publication, Research, and Community Service of Nurul Jadid University, Probolinggo, East Java, Indonesia.