Investigating Pakistani EFL Students’ Beliefs and their Impact on Written Constructive Feedback

Abstract

Students’ beliefs are significant factor which play vital role in the learning of foreign language. The present study investigated this important factor on undergraduate EFL students at Mir Chakar Khan Rind University Sibi-Balochistan, Pakistan. The study quasi-experimental and used questionnaire and interviews. Students were divided into two groups: experimental and control group. Writing accuracy for the pre and two post delayed tests was checked and statistically analyzed on SPSS. Different repeated measures ANOVA tests were used. Findings revealed that there were marginal differences in beliefs of the students from urban and rural areas. Results showed that types of the written CF which are the most effective were different according to their beliefs. Besides, beliefs about written CF were also found to have significant impact on students’ writing accuracy. Students in the control group showed significant accuracy in writing as compared to the students in the control group. Finally, the findings have theoretical implication pertaining to the university students’ cognitive development.