Abstract:
The present study aimed to investigate the impact of three types of written feedback (meaning-focused feedback, positive feedback, and form-focused feedback) on the motivation and writing skill of English major students at Hebron University. Sixty students divided into three groups and given different type of feedback participated in this study. The study utilized two questionnaires: pre-treatment and post-treatment to check whether there were any statistically significant differences among these groups towards the three different types of feedback and the writing skill. The study also used two tests: pre-test and post-test to explore if there were any significant differences in the groups writing performance before and after the type of the feedback. In addition, the study used classroom observation as an instrument to record students’ immediate reaction to the type of feedback utilized. The results revealed that there were statistically significant differences in the post treatment questionnaire and the post test in favor of the meaning-focused feedback group. The researchers recommended using the meaning-focused feedback in writing classes as it is more motivating and beneficial.
