Rethinking Academic Feedback and its Impact on Writing

Abstract

Feedback plays a vital role in the development of students’ academic writing, particularly in higher education settings where writing assignments form a key component of learning and assessment. Understanding how students perceive and respond to feedback can provide valuable insights into improving teaching practices and learner outcomes. This study investigates how master students in the English Department at Ibn Tofail University perceive academic feedback and how it influences their writing development, motivation, and confidence. A structured questionnaire was used to collect data on students’ experiences with written, oral, and peer feedback and their emotional reactions to it. The results show that students generally view feedback as essential for improving their writing, especially when it is detailed, constructive, and clearly guides revision. However, vague or overly critical comments were found to lower confidence and make it harder for students to apply feedback effectively. The study recommends that adopting more dialogic and student-centered feedback practices can boost learner engagement and contribute to better writing performance within Moroccan higher education.