Abstract

This study examines the impact of feedback on improving creative writing abilities in the setting of English Language Teaching (ELT). The study employed a combination of qualitative and quantitative approaches, and included a sample of 100 English Language Teaching (ELT) students from three different language institutes. Quantitative data were collected via pre- and post-tests, while qualitative data were acquired through semi-structured interviews, focus group discussions, and classroom observations. The statistical study demonstrated notable enhancements in students' writing abilities, namely in areas such as grammar, vocabulary, story structure, and creativity. It was found that teacher-written comments were the most impactful kind of feedback. The qualitative research revealed that students had favorable impressions of feedback and recognized its significant influence on their learning. The research emphasizes the significance of organized feedback systems in promoting creative writing abilities and offers suggestions for incorporating teacher, peer, and self-assessment feedback to optimize student advantages. Potential future investigations could delve into the enduring consequences of feedback and its implementation in various educational environments.