Rajeswari Kangayanatha Aiyer, Shalini Kaduwela, & Fathima Zahra Hameed
Abstract
This concurrent mixed-methods action research study investigated the effectiveness of targeted formative feedback while introducing Coxhead’s Academic Word List to improve the academic writing proficiency of students at the foundation level of university education and its relationship with students’ confidence. Informed by the theoretical underpinnings of control theory, self-regulation theory, and cognitive overload theory (Lipnevich & Panadero, 2021), three intervention cycles were designed to investigate the efficiency of targeted formative feedback provided by teacher, peers, and self. The participants were 135 university foundation students at a private higher education institute in Sri Lanka. The student questionnaires; classroom performance of 101 students and focus group discussions with 5 teachers showed marked improvement in student writing though at disproportionate levels The students also expressed a significant increase in confidence, and displayed heightened awareness of academic vocabulary. Teachers’ feedback stimulated inquiry and reasoning behind the choice of academic words and remained the most preferred type of feedback among students. Peer feedback created the most interaction, the highest average grades, and the most sharing of knowledge, thereby decreasing the gap between current and expected level of achievement. However, self-feedback lacked the enthusiasm and performance shown in other cycles, although it promoted student autonomy. This study confirmed the necessity of consistent scaffolding for university foundation students to support their academic writing development and highlighted the importance of the teacher as the main channel of support. The study recommends implementation of varied feedback mechanisms and continuous attempts to increase students’ confidence through teaching of academic vocabulary.
Keywords
formative feedback; Academic Word List (AWL); academic writing proficiency; student confidence; academic writing orientation; university foundation students; EAP teaching
How to cite (APA)
Aiyer, R. K., Kaduwela, S., & Hameed, F. Z. (2026). Enhancing academic writing proficiency through formative feedback. ELT Classroom Research Journal, 3(1), 59-76. https://doi.org/10.23350/eltcrj.305
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