The Effect of Using Non-corrective Feedback on the Eighth Graders’ Writing Achievement in English Language and their Attitudes towards Writing in Jordan

This study aims at investigating the effect of using non-corrective feedback on the eighth graders’ writing achievement in English language and their attitudes towards writing in Jordan. 28 students participated in the study representing two eighth-grade sections out of three sections at Jordan University Model School during the academic year 2006-2007. The two sections were randomly chosen. One section (n=13) was randomly assigned to represent the experimental group, while the other section (n=15) represented the control group. Two research instruments were developed to collect the data of the study: a writing achievement test and a writing attitudes survey. To analyze the collected data, descriptive statistics (means and standard deviations) and ANCOVA were used. The results of the study showed that the type of feedback used had a statistically significant effect (α=.05) on the writing achievement of the eighth-graders and on their attitudes towards writing in English. The differences between the two groups were in favor of the non corrective group. Based on those results, the researcher recommended teachers incorporate non corrective feedback in their writing classes..