The Relationship between Different Sources of Feedback and Learning Motivation on Learners’ Writing Performance

Abstract

This research is aimed at measuring the relationship betweendifferent sources of feedback on learners’ writing performance by considering learning motivation as a continuous covariate. The study applied quasi experiment witha pretest-posttest design. The subjects were 44 learners at IAIN Palangka Raya of 2018/ 2019 academic years. During the learning process, class A was treated using Teacher Corrective Feedback (TCF); class B using Peer Corrective Feedback (PCF); and class C using Self- Corrective Feedback (SCF). A one-way ANCOVAwas applied to analyze the data. The result indicated that: (a)there were significant differences on the learners’ writing performance caused by learning motivation (F= (1, 40) 101.456, p= 0.000;Learning motivation gave positive correlation to learners’ writing performance; (b) There were significant differences on the learners’ writing performance caused by sources of corrective feedback (F= 8.938, p= 0.001); Corrective feedback gave strong influence to learners’ writing performance; and (c) at the significant level of 95%, simultaneously, learners’ learning motivation and the different source of feedback gave facilitative effect on the learners’ writing performance (F= 134.841, p= 0.000, eta squared 0.910). In short, there were any linier relationship between learning motivation and the sources of feedback toward learners’ writing performance.In this case, both learning motivation and the sources of feedbackgave strong influence to writing performance. Therefore, it was recommended that L2 learners should be made aware of the importance of receiving feedback.  EFL writing teachers should explain the EFL learners about the whole procedure and set the goals together with the learners. EFL writing teachers should plan well and do carefully to implement WCF, since the students would get the advantages of WCF, if it was well planned. Furthermore, the teachers’ feedback should be clear that when learners understand to the teachers’ want. Finally, EFL teachers should monitor the learners during the process of correction in order to observe their language development in L2 writing class.