DINAMIKA ILMU - Vol. 17 No. 1, 2017 - The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles

Oct 15, 2026

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Feedback provision in the process of writing is widely regarded as beneficial, yet different strategies may influence writing outcomes in different ways. This study examined how different feedback types affected the writing quality of college students with varying cognitive styles. Using a factorial experimental design with 55 fourth-semester English students, the analysis applied two-way ANOVA to test main and interaction effects. Results showed no significant dependence on cognitive style and no significant difference between direct corrective feedback and indirect corrective feedback.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

A. Introduction

Background and importance of feedback

Conflicting findings in prior research

Direct vs. indirect corrective feedback

DINAMIKA ILMU Vol. 17 No. 1, 2017 P-ISSN: 1411-3031; E-ISSN: 2442-9651 doi: [http://dx.doi.org/10.21093/di.v17i1.649](http://dx.doi.org/10.21093/di.v17i1.649) The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles Sri Wahyuni STAINKediri, Indonesia [e-mail: wahyu_uni78@yahoo.com](e-mail: wahyu_uni78@yahoo.com) Abstract Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By conducting an experimental through a factorial research design, fifty-five of the fourth semester English students of STAINKediri were involved in this study. For analyzing the data, a two-way ANOVA was employed. The findings revealed that the effect of different feedback on writing quality of the students does not depend on the students’ cognitive styles. The value of the obtained level of significance was .080 that was greater than the significance level .05. It means that the effect of feedback provision does not depend on the students’ cognitive styles. Then the result of the main effect analysis revealed that there was no significant difference on writing quality of students getting direct corrective feedback and those getting indirect corrective feedback. The obtained level of significance was .653 which was greater than significance level .05 (ρ > ɑ). It means that the different types of feedback given do not make the students’ writing quality significantly different Keywords: Different feedback, writing quality, cognitive styles A. Introduction Giving feedback in the process of writing is important to improve students’writing quality (Brown, 2001: 335) . The importance of giving feedback on students’writing is equal to the importance of doing revisions and/or editing in the writing process. Feedback given is as a source of information about the students’ strengths and weaknesses on their writing to do improvement. Feedback is information that is given to the learner with the objective of improving the performance (Ur, 1996: 242) . Feedback in the process of writing has been concerned by many researchers (e.g. Ferris, 2005; Truscott, 2007; Bitchener and Knoch, 2010; Liskinasih, 2016) in second/foreign language writing. Giving feedback means telling learners about the progress they are making as well as guiding them to areas for improvement (Lewis, 2002: ii) . Through feedback given, learners are expected to be able to focus and concentrate more on what is being learned. Furthermore, feedback given by a teacher makes learners more aware of their strengths and weaknesses in a learning course so that it is expected that they can use the strengths to overcome the weaknesses by understanding the feedback given. Studies on the effectiveness of feedback on students’ writing have been conducted (e.g. Bitchener, Young, and Cameron, 2005; Truscott and Hsu, 2008; Mansourizadeh & Abdullah, 2014); however, the research findings are still conflicting and inconclusive. Some studies reveal that there is no positive effect of feedback on students’ writing. Error correction or feedback has no place in writing courses and should be abandoned; it is harmful because it diverts time and energy away from the more productive aspects of a writing program (Truscott, 1999, 2007; Truscott and Hsu, 2008) . Truscott (1999) states that researchers and teachers should acknowledge that grammar correction is, in general, a bad idea until further research demonstrates that there are specific cases in which it may not be a totally misguided practice. He also states that the further research focus should give attention to investigating which methods, techniques, or approaches to error correction which lead to short-term or long-t

FAQs

What was the study’s main aim?

To investigate the effect of different feedback provision on students’ writing quality across different cognitive styles.

How was the study conducted and analyzed?

An experimental factorial design was used with 55 fourth-semester English students, and the data were analyzed using two-way ANOVA.

Did cognitive styles change the effect of feedback on writing quality?

No. The findings indicated the effect of different feedback on writing quality did not depend on students’ cognitive styles (significance level greater than .05).

Were direct and indirect corrective feedback equally effective?

Yes. There was no significant difference in writing quality between students receiving direct corrective feedback and those receiving indirect corrective feedback.

Oct 15, 2026

Uploaded by dhado