The use of written feedback in developing english writing skills in teenagers

Resumen

Written feedback is a key pedagogical strategy for developing writing skills in English as a Foreign Language (EFL). This study aimed to analyze how teachers' written feedback contributes to strengthening the writing performance of adolescent students, particularly in terms of grammatical accuracy, text organization, coherence, and communicative competence. The research adopted a qualitative approach with a descriptive case study design involving a group of adolescent students enrolled in an English tutoring center. Data were collected through the analysis of students' written compositions, observations of the feedback process, and the interpretation of students' responses to the teacher's written comments. The findings revealed that structured and timely written feedback facilitated the revision and correction of texts, promoted greater awareness of linguistic errors, and enhanced students' autonomy throughout the writing process. In addition, an increase in students' confidence and participation during writing activities was observed. It is concluded that written feedback is an effective pedagogical tool for improving English writing performance by fostering the development of linguistic competencies and supporting students' self-regulated learnin.