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The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 4 (2025) · pp. 1061–1069

DOI
10.34050/els-jish.v8i4.47918
ISSN
2621-0835, 2621-0843
Published
2025-12-03
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p <.001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p <.001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p =.002) and feedback mode (F = 5.921, p =.027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p =.002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.

Keywords

Collaboration network of the authors

38 authors · 125 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sunan Gunung Djati State Islamic University Bandung
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Andi SuwarniAffiliation unknown2
Nazwa Putri Arti KusnaediSunan Gunung Djati State Islamic University Bandung1
Elisa NurhalisyahSunan Gunung Djati State Islamic University Bandung1
Mughiroh IslamSunan Gunung Djati State Islamic University Bandung1
Muhammad Iqbal DeswaraSunan Gunung Djati State Islamic University Bandung1
Rizki Utama PutraSunan Gunung Djati State Islamic University Bandung1
Ibnu MalikSunan Gunung Djati State Islamic University Bandung1
Ansharullah AnsharullahUniversitas Halu Oleo1
Mariani. LAffiliation unknown1
Eka Z. SastianiAffiliation unknown1
Murhadi MurhadiAffiliation unknown1
Suharyono SuharyonoAffiliation unknown1
Neti YulianaAffiliation unknown1
Ika AgustinaAffiliation unknown1
RahmiatiAffiliation unknown1
Andi IkaAffiliation unknown1
Rukmana Fachrul IslamAffiliation unknown1
Armisari ArmisariAffiliation unknown1
Amanda FirmansyahAffiliation unknown1
Sitti ArwatiAffiliation unknown1
Asriyanti SyarifAffiliation unknown1
Reni FatmasariAffiliation unknown1
KasifahAffiliation unknown1
Nilam SariAffiliation unknown1
Dinda Nurwidya PutriAffiliation unknown1
Nurul Yunita WidyaAffiliation unknown1
Stefy Anastasya rantesaluAffiliation unknown1
DeyristaAffiliation unknown1
Melisa LembangAffiliation unknown1
Audrey Maurestha KawilAffiliation unknown1
Nova Firdasari AburaeraAffiliation unknown1
VahriaAffiliation unknown1
Abdul Latifh hafid akbarAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students</dc:title>
	<dc:creator xml:lang="en">Manuhutu, Natalia</dc:creator>
	<dc:creator xml:lang="en">Fachrul Islam, Ruckmana</dc:creator>
	<dc:creator xml:lang="en">Winarsih, Sri</dc:creator>
	<dc:creator xml:lang="en">Sartika, Dewi</dc:creator>
	<dc:creator xml:lang="en">Muhria, Lanlan</dc:creator>
	<dc:subject xml:lang="en">Oral and Written Corrective Feedback</dc:subject>
	<dc:subject xml:lang="en">Writing Apprehension</dc:subject>
	<dc:subject xml:lang="en">Introvert</dc:subject>
	<dc:subject xml:lang="en">Extrovert</dc:subject>
	<dc:subject xml:lang="en">EFL Students</dc:subject>
	<dc:description xml:lang="en">This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p &amp;lt; .001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p &amp;lt; .001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p = .002) and feedback mode (F = 5.921, p = .027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p = .002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-12-03</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/47918</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i4.47918</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 4 (2025): DECEMBER; 1061-1069</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/47918/13805</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Natalia Manuhutu, Ruckmana Fachrul Islam, Sri Winarsih, Dewi Sartika, Lanlan Muhria</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>