Teaching English Language

Teaching English Language

Teacher Feedback, Automated Feedback, and Critical Thinking: Their Influence on Students’ Writing Performance

Document Type : Original Article

Authors
1 Department of English Language Education, Faculty of Social Science, University of Harapan Bangsa, Indonasia
2 Department of Education and Human Potentials Development, National Dong Hwa University, Taiwan
10.22132/tel.2026.530567.1893
Abstract
Developing EFL writing performance remains challenge in English education. This study examined the relationship among teacher feedback, automated written corrective feedback (AWCF), and students’ critical thinking in predicting university students' writing performance in Indonesia. A quantitative research design was employed using Structural Equation Modeling (SEM), with data collected from 239 undergraduate students across twelve Indonesian university. Five latent constructs were measured through a validated questionnaire. The results indicate that teacher feedback demonstrated a significant positive effect on students’ writing performance and on the development of critical thinking skills. However, AWCF did not show a significant direct effect on students’ writing performance, and students’ critical thinking did not significantly predict their writing outcomes. Futhermore, the mediating role of critical thinking between feedback and writing performance was not supported. These findings suggest that teacher-provided feedback remains a central mechanism influencing EFL writing achievement in higher education contexts, whereas automated feedback may function as a supplementary tool rather than a primary driver of improvement. This research contributes empirical evidence to ongoing discussion on feedback practices in L2 writing and highlights the importance of strengthening teacher feedback practices to support university students’ writing development in EFL contexts.
Keywords

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Volume 20, Issue 2
July 2026
Pages 271-301

  • Receive Date 16 June 2025
  • Revise Date 08 September 2026
  • Accept Date 16 September 2026