The Mediating Effect of Classroom Interaction to the Relationship of Instructional Feedback in Enhancing Writing Strategies
Alexandria B. Lastimoso
College of Teacher Education, University of Mindanao, Davao City, Philippines.
Gryka Franchet R. Labor
College of Teacher Education, University of Mindanao, Davao City, Philippines.
Rheya T. Dialoja
College of Teacher Education, University of Mindanao, Davao City, Philippines.
Cristy Grace A. Ngo
*
College of Teacher Education, University of Mindanao, Davao City, Philippines and Professional Schools, University of Mindanao, Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Writing strategies in ESL play a significant role in enabling learners to communicate their ideas and higher-order understanding accurately. Classroom interaction is important in strengthening students’ writing strategies because it fosters collaborative learning and promotes active engagement in the learning process. Although previous studies have explored the roles of instructional feedback and classroom interaction in English as a Second Language (ESL) learning, limited research has investigated the mediating effect of classroom interaction on the relationship between instructional feedback and writing strategies.
Aims: This study examined the mediating effect of classroom interaction on the relationship between instructional feedback and writing strategies among learners in an ESL context. Grounded in social constructivist and self-regulated learning perspectives, the study investigated whether classroom interaction serves as a mechanism through which instructional feedback enhances students’ use of writing strategies.
Study Design: A quantitative correlational research design was employed.
Place and Duration of Study: The study was conducted at the College of Computing Education, College of Arts and Science Education, and College of Criminal Justice Education, University of Mindanao, Davao City Campus, between August 2024 and April 2026.
Methodology: The respondents were 300 second-year collegians from three colleges at the University of Mindanao who had completed UGE1 (Reading Comprehension). Data were collected using validated, adapted questionnaires that measured instructional feedback, classroom interaction, and writing strategies. All three variables were measured using 5-point Likert scales, and the data were analysed using descriptive statistics, Pearson correlation, and mediation analysis.
Results: Descriptive statistics revealed moderate to high levels of instructional feedback (M = 3.28, SD = 0.402), writing strategy use (M = 3.40, SD = 0.359), and classroom interaction (M = 3.53, SD = 0.396) among respondents. Correlation analysis showed significant positive relationships among all three variables. Mediation analysis further demonstrated that classroom interaction significantly mediated the relationship between instructional feedback and writing strategies, indicating that feedback contributes more effectively to students’ strategic writing development when supported by active and meaningful classroom engagement.
Conclusion: The findings highlight the importance of integrating responsive instructional feedback with interactive classroom practices to promote effective writing strategies. The study provides pedagogical implications for English language teachers in strengthening feedback practices and fostering collaborative learning environments that enhance students’ writing development.
Keywords: Education, classroom interaction, instructional feedback, writing strategies, mediation analysis.