Examining the Effectiveness of Written vs. Verbal Feedback on Students’ Writing Revision

Abstract

This study investigates the impact of verbal versus written feedback on fifth-grade students' writing revisions, focusing on the number and quality of revisions and students' perceptions of feedback efficacy. Conducted in a fifth-grade classroom in Northern New Jersey, the research employs a mixed-methods approach, combining quantitative data from a feedback tracker and narrative writing rubric with qualitative insights from student reflections and teacher observations.The study concludes that written feedback prompts significantly more revisions, particularly lower-order changes such as spelling and mechanics, due to its clarity and reusability. In contrast, verbal feedback is more effective in fostering higher-order revisions, such as improving organization and elaboration, but generates fewer total revisions overall. Students perceive written feedback as more actionable and easier to reference, while verbal feedback is valued for its immediacy and opportunities for clarification. These findings highlight the complementary roles of written and verbal feedback in supporting student writing development. Written feedback excels in guiding detailed, surface-level corrections, whereas verbal feedback facilitates deeper, more substantive improvements. Educators are encouraged to use both methods to address diverse revision needs and improve writing instruction.