EFFECTIVENESS OF WRITTEN CORRECTIVE FEEDBACK IN IMPROVING

STUDENTS’ GRAMMAR ON THE FIRST-YEAR BSED STUDENTS OF

KOLEHIYO NG SUBIC

JAN KERLEN D. DELOS REYES

A Research Proposal Presented to the Faculty of the Graduate Program

President Ramon Magsaysay State University
Iba, Zambales

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH

December 7, 2024
 Chapter 1

INTRODUCTION

Background of the Study

Grammar is a cornerstone of language learning and academic achievement, serving

as a foundation for effective communication skills. Globally, there has been increasing

concern regarding students’ proficiency in grammar, particularly in writing, as they

frequently encounter difficulties in applying and understanding grammatical rules. To

address this issue, feedback mechanisms, such as written corrective feedback (WCF), have

been widely recognized as instrumental tools in enhancing students’ grammatical

competence. Research conducted in various contexts, including North America and

Europe, indicates that WCF can significantly improve language learning outcomes. For

example, Bitchener and Knoch (2008) reported that students who received explicit

grammatical feedback demonstrated notable advancements in their written grammar.

Similarly, Sheen’s (2007) study in the United Kingdom revealed that focused, written

feedback led to increased grammatical accuracy among students. Despite these promising

findings, challenges persist in understanding how different types of feedback influence

grammar acquisition across diverse educational contexts.

In the ASEAN region, where English often serves as a second language, grammar

proficiency remains a pressing concern. Countries such as Indonesia and Thailand, where

English is taught as a foreign language, have shown varying levels of success with WCF.

For instance, Darwis (2014) found that while WCF contributed to improved grammar

among Indonesian students, its effectiveness was influenced by factors such as students’

initial proficiency levels and attitudes toward English learning. Similarly, in Thailand,
Pimsamran (2017) observed that written feedback enhanced grammatical skills, though

cultural attitudes toward error correction and students’ engagement with feedback posed

significant challenges. These findings highlight the complex and context-specific nature of

WCF’s effectiveness in the ASEAN region, reflecting the interplay between local

educational practices and learner demographics.

When comparing global and regional studies, both similarities and differences

emerge. Globally, research underscores the importance of focused and explicit WCF to

address specific grammatical errors (Bitchener & Knoch, 2008), a trend also noted within

the ASEAN context. However, studies conducted in the Philippines provide unique

insights. For example, Pineda (2017) found that written corrective feedback improved

Filipino students’ grammar in written tasks, though the extent of improvement was

influenced by their initial language proficiency and cognitive readiness. Similarly, Reyes

(2020) highlighted how students’ attitudes toward grammar instruction and feedback varied

across Philippine regions, affecting the success of WCF strategies. These findings suggest

that while WCF is beneficial, its impact is moderated by factors such as student motivation,

cultural context, and prior grammatical knowledge.

This study aims to examine the effectiveness of written corrective feedback in

improving the grammar of first-year Bachelor of Secondary Education (BSEd) students at

Kolehiyo ng Subic. By focusing on this specific educational setting, the research seeks to

provide valuable insights into the practical application of WCF in the Philippines. The

study targets first-year BSEd students as they are at a formative stage in their academic

journey, where establishing a strong foundation in language skills is essential. Anticipated

outcomes include measurable improvements in grammatical accuracy and increased

student engagement with feedback. By addressing existing research gaps and offering

context-specific solutions, this study has the potential to refine pedagogical strategies and

enhance grammar instruction within the Philippines and beyond. Furthermore, the findings

may contribute to teacher training programs and language education curricula across

Southeast Asia, offering evidence-based recommendations for integrating WCF into

diverse educational environments.

Statement of the Problem

The general objective of this study is to evaluate the effectiveness of written corrective

feedback (WCF) in enhancing the grammatical proficiency of first-year Bachelor of

Secondary Education (BSEd) students at the Kolehiyo ng Subic. Specifically, the research

aims to examine the impact of WCF on students’ grammatical accuracy, the prevalence of

recurring errors, and their engagement with feedback in academic writing. By addressing

these aspects, the study seeks to generate valuable insights that can inform improvements

in grammar instruction within higher education, particularly for future educators who will

be instrumental in fostering their own students’ language proficiency. By concentrating on

first-year students, the study highlights a critical phase in their academic journey, during

which foundational language skills are vital for their success in teacher training programs.

To achieve this overarching objective, the study will address the following specific

research questions:

1. How does written corrective feedback influence the grammatical accuracy of first-

year BSEd students at the Kolehiyo ng Subic in their written assignments?

 2. What types of grammatical errors are most commonly made by first-year BSEd

students before and after receiving written corrective feedback?

3. How frequently do first-year BSEd students apply the corrections suggested

through written feedback in their subsequent writing tasks within the semester?

4. To what extent do first-year BSEd students engage with and implement the written

corrective feedback provided by their instructors?

5. What are the students’ perceptions of the effectiveness of written corrective

feedback in improving their grammar skills throughout the course?

Significance of the Study

The research study is anticipated to benefit several key groups:

Students. The findings of this study will directly benefit students by identifying

common grammatical errors and illustrating how written corrective feedback (WCF) can

improve their writing. By engaging with WCF, students will develop a more nuanced

understanding of how feedback aids in refining their grammatical accuracy. This, in turn,

will enhance their writing skills and support their broader academic success.

Teachers and Educators. The research will provide teachers with practical

insights into the most effective feedback strategies for addressing specific grammatical

issues. By identifying frequently occurring errors, educators can adapt their feedback

approaches to focus on these areas, thereby increasing the impact of their teaching and

fostering better learning outcomes.

Curriculum Developers. Curriculum developers can draw on the study’s findings

to design more effective writing programs and materials. By understanding which types of
WCF are most beneficial, they can create targeted teaching strategies and assessment tools

that promote greater grammatical accuracy and writing proficiency among students.

Educational Institutions. Institutions such as Kolehiyo ng Subic can use the

insights from this research to refine teaching methodologies and improve learning

outcomes, particularly in writing-focused courses. The findings may inform the

development of institutional guidelines for providing effective feedback, ultimately

enhancing the quality of education offered.

Researchers. This study will contribute to the growing body of literature on WCF,

offering empirical evidence of its efficacy within the Philippine educational context.

Researchers in applied linguistics and language acquisition can build on these findings for

future studies or comparative analyses, further advancing the understanding of feedback’s

role in language learning.

ESL Programs and Trainers. The results of this research will serve as a valuable

resource for English as a Second Language (ESL) programs and trainers. By refining

feedback techniques based on the study’s insights, these programs can improve the writing

skills of ESL learners, fostering more effective language acquisition and better academic

and professional outcomes.

Scope and Limitation of the Study

This study aims to evaluate the effectiveness of written corrective feedback (WCF)

in enhancing the grammar skills of first-year Bachelor of Secondary Education (BSEd)

students at Kolehiyo ng Subic. The research focuses on assessing students' grammatical

performance before and after receiving WCF during the academic year 2024–2025.
Specifically, the study examines improvements in key grammatical areas, including

sentence structure, subject-verb agreement, and verb tense consistency, as a result of WCF

interventions. Additionally, it explores how the frequency and types of feedback influence

students' learning outcomes.

The scope of the study is limited to evaluating the impact of WCF on grammar

improvement, excluding other language competencies such as vocabulary development,

reading comprehension, or speaking skills. It does not account for external factors like prior

knowledge, individual learning strategies, or alternative forms of feedback (e.g., verbal or

peer feedback). The study’s findings are specific to the first-year BSEd students at

Kolehiyo ng Subic and may not be applicable to students from other institutions or

academic levels. Furthermore, the research prioritizes short-term grammatical

improvements rather than examining the long-term retention of grammatical accuracy.

A quasi-experimental research design will be employed, utilizing pre-test and post-

test methods to measure students' grammar improvement. Written assignments

incorporating WCF will serve as the primary intervention. Participants will be first-year

BSEd students selected through purposive sampling. Data will be collected using

standardized grammar assessments and analyzed through paired t-tests and descriptive

statistics to determine the impact of WCF on grammar proficiency.

The study will be conducted within the premises of Kolehiyo ng Subic and will

strictly adhere to ethical research guidelines. This includes ensuring the confidentiality of

participants and securing their informed, voluntary consent.

 Chapter 2

FRAMEWORK OF THE STUDY

The study, titled "Effectiveness of Written Corrective Feedback on Improving

Students’ Grammar on the First-Year BSED Students of Kolehiyo ng Subic," is grounded

in the investigation of how written corrective feedback (WCF) contributes to grammatical

proficiency among English as a Second Language (ESL) learners. WCF is defined by Ellis

(2010) as written comments or corrections provided by teachers to address linguistic errors

in students’ written outputs. Its potential to promote targeted grammatical improvement

has made WCF a focal point in language education. Within this study, grammar proficiency

is conceptualized as the accurate application of syntactic rules, including subject-verb

agreement, sentence structure, and verb tense usage, consistent with Chomsky's (1965)

notion of linguistic competence. The research examines WCF's impact on these areas

within the Philippine educational context.

Globally, numerous studies affirm WCF’s effectiveness in enhancing grammar

skills. For example, Bitchener and Knoch (2010) demonstrated that direct WCF

significantly improved ESL learners’ past tense accuracy, while Ellis et al. (2016)

highlighted the benefits of both direct and metalinguistic feedback. Van Beuningen (2010)

emphasized that comprehensive feedback supports long-term retention of grammatical

accuracy. However, Truscott (2007) raised concerns about WCF’s sustainability, arguing

that its effects may wane without consistent practice. Further exploration by Shintani and

Ellis (2013) confirmed WCF’s immediate benefits for intermediate learners, and Farrokhi

and Sattarpour (2012) examined the interplay between WCF and learner aptitude.
 In the ASEAN region, research has adapted global insights to regional contexts. For

instance, Simbolon (2019) found that indirect WCF encouraged Indonesian university

students to develop critical thinking and self-correction skills. In Malaysia, Lee (2016)

demonstrated that combining WCF with collaborative learning significantly improved

grammatical accuracy. Supatranont (2018) explored coded feedback in Thailand, showing

its effectiveness in enabling students to identify and correct errors autonomously. Similarly,

Nguyen (2014) in Vietnam observed that WCF enhanced both grammatical accuracy and

the overall cohesion of students' essays. These studies underscore the adaptability and

effectiveness of WCF in addressing diverse educational needs.

In the Philippines, research highlights the localized application of WCF within

specific cultural and academic contexts. De Guzman (2017) identified its effectiveness in

addressing common grammatical errors, such as verb tense inconsistencies and article

misuse. Santos and Ramos (2018) emphasized the long-term benefits of pairing teacher-

provided WCF with peer feedback, while Ponce and Reyes (2021) explored how culturally

sensitive delivery of feedback fosters better student engagement. Similarly, Manalo and

Tupas (2015) demonstrated substantial grammar improvements among Filipino students

following explicit feedback interventions over a semester. Dacanay (2020) further revealed

that WCF promotes learner autonomy, empowering students to revise and refine their

writing independently.

The synthesis of global and local studies highlights WCF as a powerful pedagogical

tool for improving grammatical accuracy, with its efficacy shaped by variables such as

feedback type, learner proficiency, and cultural context. Foundational research by

Bitchener and Knoch (2010) and Truscott (2007) has inspired extensive replication studies,
confirming their conclusions across diverse populations. Philippine-based research

enriches this global narrative by emphasizing culturally responsive feedback strategies,

including the integration of WCF with collaborative and peer-driven learning approaches.

This study builds on the existing body of research by examining WCF’s specific

impact on first-year BSEd students at Kolehiyo ng Subic. Using a quasi-experimental

design, the research measures immediate grammatical improvements through pre-tests and

post-tests. By aligning global insights with the unique needs of the Philippine educational

context, the study aims to contribute to theoretical advancements in ESL instruction and

offer practical recommendations for enhancing language teaching strategies.

Theoretical/Conceptual Framework

The study titled "Effectiveness of Written Corrective Feedback on Improving Students’

Grammar" is grounded in Krashen's (1982) Input Hypothesis and Ellis's (2010) theoretical model

of written corrective feedback (WCF). Krashen’s hypothesis posits that comprehensible input is

essential for second language acquisition, emphasizing that feedback addressing learners’ linguistic

gaps facilitates the transition from input to intake. Ellis (2010) complements this perspective by

explaining how WCF provides explicit or implicit corrections, helping learners notice and address

grammatical errors. This process fosters deeper cognitive engagement, ultimately leading to the

internalization of accurate grammatical structures.

This theoretical framework is pivotal as it positions WCF within the broader context of

second language acquisition and underscores its critical role in promoting grammatical accuracy.

While numerous studies affirm the effectiveness of WCF (e.g., Bitchener & Knoch, 2010; Van

Beuningen, 2010), debates persist regarding the most effective types of feedback (direct vs.

indirect) and their long-term impact on learners (Truscott, 2007). Moreover, much of the existing
research has been conducted in Western contexts, leaving gaps in understanding WCF’s application

in ASEAN settings or its relevance to Filipino ESL learners. Studies like Nguyen (2014) and De

Guzman (2017) suggest that contextual factors—such as cultural sensitivity and learner

autonomy—significantly influence WCF’s effectiveness. These findings highlight the need for

further exploration of how WCF interacts with cultural and contextual variables in diverse

educational environments.

The current study seeks to address these limitations by examining the effectiveness of WCF

in a Philippine academic setting, specifically focusing on first-year Bachelor of Secondary

Education (BSEd) students at Kolehiyo ng Subic. The study adopts a conceptual framework

illustrated in Figure 1, which depicts the relationship between the independent variable (WCF) and

the dependent variable (students' grammatical accuracy). Mediating factors such as feedback

frequency, the type of errors addressed, and learner engagement are also considered.

By situating WCF within this framework, the study aims to bridge theoretical insights and

practical applications, providing a more nuanced understanding of how WCF can enhance grammar

instruction. This research aspires to contribute to more effective pedagogical strategies for ESL

learners, addressing both the theoretical and contextual challenges identified in prior studies.

Figure 1

Paradigm of the study

Hypotheses

The following null hypotheses will be tested in this study:

1. There is no significant difference in the grammatical accuracy of students' written

outputs before and after receiving written corrective feedback.

2. There is no significant difference in the effectiveness of direct and indirect written

corrective feedback in improving students’ grammatical accuracy.

3. The frequency of written corrective feedback does not significantly affect the

grammatical accuracy of students’ written outputs.

4. The type of grammatical errors (e.g., subject-verb agreement, verb tense consistency)

does not significantly influence the effectiveness of written corrective feedback.

Definition of Terms

The following terms are operationally defined to ensure clarity and precision in the

study’s concepts and variables:

Direct Written Corrective Feedback (Direct WCF). Explicit corrections provided

by the teacher, where grammatical errors in students' written work are identified, and the

correct form is supplied.

Error Type. The specific grammatical categories being evaluated, such as subject-

verb agreement, verb tense consistency, and sentence structure.

Feedback Frequency. The number of times students receive written corrective

feedback on their written assignments during the intervention period.

 Grammatical Accuracy. The students’ ability to write grammatically correct

sentences, as measured through their scores on pre-tests and post-tests.

Indirect Written Corrective Feedback (Indirect WCF). Implicit corrections

where the teacher indicates an error, such as through underlining or marking, without

providing the correct answer, prompting the student to self-correct.

Learner Engagement. The active participation of students in understanding and

applying feedback to revise their written outputs, as observed during the study.

Written Corrective Feedback (WCF). Written comments, corrections, or

annotations provided by the teacher to address grammatical errors in students' written

work, with the goal of improving their grammatical proficiency.

 Chapter 3

RESEARCH METHODOLOGY

This study will utilize a quasi-experimental research design with a pre-test and post-

test approach to evaluate the effectiveness of written corrective feedback (WCF) in

improving the grammatical accuracy of first-year Bachelor of Secondary Education

(BSEd) students at Kolehiyo ng Subic. The participants will be divided into two groups:

1) Experimental Group: This group will receive written corrective feedback on their written

assignments, 2) Control Group: This group will not receive written corrective feedback.

Both groups will take a pre-test at the beginning of the study to assess their initial

grammatical proficiency and a post-test at the end of the semester to evaluate any changes

in their grammatical accuracy.

Data will be analyzed using both descriptive and inferential statistics, with paired

t-tests employed to compare the pre-test and post-test scores of the two groups. This

analysis will determine the impact of the intervention and the effectiveness of WCF in

enhancing students’ grammatical skills.

Research Design

This study will employ a quasi-experimental design, specifically a non-randomized

control group design, as it facilitates the examination of cause-and-effect relationships in

educational settings where random assignment is not feasible (Creswell, 2014). In this

approach, the experimental group will receive written corrective feedback (WCF) on their

written assignments, while the control group will not. This design is suitable because it

enables a direct comparison between students who receive feedback and those who do not,
thereby allowing the researcher to assess the specific impact of WCF on grammatical

improvement (Gall, Gall, & Borg, 2007).

The inclusion of pre-test and post-test measurements will yield quantitative data to

determine whether a statistically significant difference in grammatical accuracy exists

between the two groups (Hernandez, 2018). This method strengthens the study’s validity

by isolating the effect of the feedback intervention while controlling for confounding

variables such as students’ prior knowledge and the influence of classroom instruction.

Furthermore, the quasi-experimental design is particularly advantageous in real-

world educational settings, where random assignment of participants is often impractical.

By comparing changes in grammar proficiency before and after the intervention, the study

will provide valuable insights into how WCF can effectively enhance students’ language

skills in a classroom context.

Respondents and Locale

The study will be conducted at Kolehiyo ng Subic, a higher education institution

situated in Subic, Zambales. Its location near Subic Bay, a region characterized by a

blend of local and international influences, offers students exposure to diverse cultural

and educational experiences. This unique setting may shape students’ attitudes toward

language learning and their receptiveness to corrective feedback, providing a rich context

for examining the effectiveness of written corrective feedback in improving grammatical

proficiency.
 Figure 2. Map showing the Research Locale

The participants in this study will be first-year Bachelor of Secondary Education

(BSEd) students enrolled in courses that involve written assignments and assessments.

The target population consists of approximately 200 first-year BSEd students, with an

estimated 50 students assigned to the experimental group and 50 students to the control

group.

A purposive sampling technique will be employed to select participants who meet

specific criteria, including enrollment in the BSEd program and willingness to participate

in the study. From this population, a sample of 100 students will be drawn, ensuring that

the sample is representative of the first-year cohort in terms of gender, academic

background, and language proficiency.

This purposive sampling method is deemed suitable for the study as it focuses on

a defined group of students whose language skills can provide meaningful insights into

the effectiveness of written corrective feedback (WCF) in enhancing grammatical

accuracy.
Table 1

The participants of the study

Name of School Population Sample Size

Kolehiyo ng Subic 200 100
Total 100

The Instrument

Construction and Development. The primary instruments for data collection in

this study are a researcher-made pre-test/post-test and an engagement rubric. The pre-test

and post-test are structurally identical but differ in content to minimize recall bias. Both

assessments consist of 20 items targeting specific grammatical areas, including subject-

verb agreement, verb tense usage, sentence structure, and article application. The tests

incorporate various question formats, such as sentence correction tasks, rewriting

exercises, and multiple-choice questions, ensuring a comprehensive evaluation of

grammatical accuracy.

Scoring for the tests is straightforward: each correct answer earns one point, with a

maximum score of 20. Results are categorized into three levels to assess student progress:

Needs Improvement (0–7), Satisfactory (8–14), and Excellent (15–20).

An engagement rubric will assess how students interact with and apply the written

corrective feedback (WCF) during the intervention phase. The rubric evaluates four key

criteria: Error Recognition: Identifying errors marked in the feedback, Application of

Feedback: Correctly implementing the feedback provided, Accuracy of Revisions: Making

appropriate and accurate grammatical corrections, and Overall Grammatical Clarity:

Demonstrating improved grammatical coherence in revised outputs.

 Each criterion is rated on a 4-point Likert scale, ranging from Poor (1) to Excellent

(4). The rubric is developed following best practices for evaluating feedback engagement,

as described by Ellis (2010) and Bitchener and Knoch (2010).

Validation and Reliability. The instruments will undergo review by language

education specialists to ensure content, construct, and face validity, aligning them with the

study's objectives. A pilot test with a small sample of students will be conducted to refine

item clarity, usability, and reliability. The resulting Cronbach’s alpha score will confirm a

high level of internal consistency, establishing the tools as valid and reliable for use in the

study.

Ethical Considerations

This research study adheres to the highest ethical standards, ensuring the soundness

of its processes and the protection of all participants. Guided by the principles of

beneficence, respect for persons, and justice, the study ensures that no harm comes to

participants, their rights are respected, and the research is conducted with fairness and

transparency. The overarching goal is to provide meaningful educational insights while

maintaining the integrity and credibility of the research methods.

The researcher commits to ethically and responsibly executing all procedures, from

data collection to analysis, to uphold the study's credibility.

Key ethical considerations include the following:

Data Protection and Privacy. The study strictly complies with the provisions of

the Data Protection Act and implements robust measures to safeguard participant

information. For data collected through online tools such as Google Forms, a Data Privacy
Notice will inform participants about the purpose, scope, and confidentiality of the data.

The notice will also specify that all data will be securely stored and used solely for research

purposes, with no unauthorized access permitted.

Informed Consent. Consent will be obtained from all adult participants before

their involvement in the study. The consent form will clearly outline the study's objectives,

procedures, potential risks, and benefits, ensuring participants are fully informed.

Participation will be entirely voluntary, with the option to withdraw at any time without

repercussions.

Data Gathering Procedures

The data collection process for this study will be conducted in four distinct phases

to ensure systematic and organized research:

Phase 1. Development and Validation of Research Instruments

The researcher will develop the pre-test, post-test, and engagement rubric, ensuring

alignment with the study's objectives. These instruments will be reviewed by language

education specialists to establish content, construct, and face validity. A pilot test will then

be conducted with a small sample to refine the tools for clarity, usability, and reliability.

Phase 2. Obtaining Written Permission

Formal written permission will be requested from the research advisor, the

administration of Kolehiyo ng Subic, and the students involved in the study. The request

will outline the study’s objectives, scope, and procedures to secure the necessary approvals

and informed consent from all participants.

Phase 3. Administration of Pre-Test, Intervention, and Post-Test

 The pre-test will be administered to both the experimental and control groups to

assess their baseline grammatical proficiency. During the intervention phase, the

experimental group will receive written corrective feedback (WCF) on their written

assignments, while the control group will not receive any feedback. At the end of the

intervention period, a post-test will be administered to both groups to evaluate changes in

grammatical accuracy.

Phase 4. Tallying, Analyzing, and Interpreting Data

The researcher will compile the results of the pre-tests, post-tests, and engagement

rubric. The data will be tallied and analyzed using descriptive and inferential statistical

methods, such as paired t-tests, to determine the impact of WCF on students’ grammatical

accuracy. The findings will then be interpreted in relation to the study’s objectives.

Data Analysis

The gathered data will be processed using MS Excel, with both quantitative and

qualitative data analyzed to address the study’s objectives.

Rating Scale and Category of Students’ Score

Score Range Category

0-7 Needs Improvement

8-14 Satisfactory

15-20 Excellent

Quantitative data will primarily be derived from the pre-test and post-test scores,

which measure students’ grammatical accuracy before and after receiving written

corrective feedback (WCF). The analysis will include the mean, standard deviation, and
frequency distributions to summarize students’ scores before and after the intervention.

These statistics will illustrate overall trends in grammatical improvement and provide a

clear picture of the intervention's impact. A paired-samples t-test will be conducted to

compare the pre-test and post-test scores. This test will identify whether the differences in

students’ grammatical accuracy before and after receiving WCF are statistically significant.

The significance level will be set at 0.05, ensuring that the results are reliable and

meaningful.

Qualitative data will be obtained from the engagement rubric, which assesses

students’ interactions with the WCF during the intervention phase.

Rubric and Verbal Interpretation of Students’ Engagement

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Error Identifies all errors Identifies most Identifies some Fails to identify
Recognition in the written errors and shows a errors but misses most errors and
feedback with general significant shows minimal
precision and understanding of grammatical understanding of
demonstrates a grammatical rules, issues; grammatical rules.
clear understanding with minor lapses. demonstrates
of grammatical limited
rules. understanding.
Application of Consistently Applies feedback Applies feedback Rarely or
Feedback applies corrective effectively to most inconsistently, with incorrectly applies
feedback instances, with frequent errors or feedback, with
effectively to all minor omissions. minimal effort to
instances of the inconsistencies. address errors.
identified
grammatical issues.
Accuracy of Revised sentences Revised sentences Revised sentences Revised sentences
Revisions are error-free and are mostly accurate, show partial contain frequent
align perfectly with with occasional accuracy, with errors, failing to
the provided minor grammatical multiple reflect the
feedback and or structural errors. grammatical or corrective
grammatical structural errors. feedback
standards. provided.
Overall Final writing Final writing is Final writing lacks Final writing is
Grammatical demonstrates generally clear and clarity and unclear and
Clarity exceptional clarity, coherent, with coherence due to incoherent, with
coherence, and minor lapses in multiple pervasive
adherence to grammatical or grammatical or grammatical and
grammatical structural structural issues. structural issues.
conventions consistency.
throughout.
 This data will be analyzed using thematic coding: Key Themes: Recurring patterns

or behaviors related to error recognition, application of feedback, accuracy of revisions,

and overall grammatical clarity will be identified, and Categorization: Themes will be

categorized to highlight how students engage with and apply the feedback to revise their

errors.

The findings will be discussed in terms of how feedback frequency, error type, and

learner engagement interact to mediate grammatical improvement. This comprehensive

analysis will provide nuanced insights into the factors that influence the effectiveness of

WCF in enhancing students’ grammar skills.

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