Eko Suhartoyo, Nur Mukminatien, Nunung Suryati, Afendi Bin Hamat, Febti Ismiatun, Rida Afrilyasanti, M. Faruq Ubaidillah
Writing argumentative essays remains a persistent challenge for EFL students, as it requires not only linguistic accuracy but also the ability to structure ideas, evaluate evidence, and construct persuasive arguments. Although numerous instructional strategies and feedback approaches have been proposed to address these challenges, empirical evidence on how different forms of feedback can be optimally integrated, particularly in hybrid learning contexts, remains limited. Previous studies have predominantly examined asynchronous written corrective feedback (AWCF) or dialogic feedback (DF) in isolation, leaving a gap in understanding their combined pedagogical impact. Responding to this gap, the present study investigates the effectiveness of integrating AWCF with DF in teaching argumentative essay writing within a hybrid classroom setting. Employing a quasi-experimental research design, this study involved fourth-semester students enrolled in an argumentative writing course, who were assigned to experimental and control groups. Both groups completed pre- and posttests, and the data were analyzed using a t test. The results reveal a statistically significant difference between the two groups, with the p value falling below the significance level ( α = .05 ; p = .000 ). Students who received the integrated AWCF and DF demonstrated significantly greater improvement in their argumentative writing performance than those who received AWCF alone. The findings indicate that the integration of AWCF and DF enhances not only linguistic accuracy but also higher-order writing skills, such as idea development, argumentation, and critical engagement. These results underscore the synergistic value of combining written and dialogic feedback, as the approach promotes deeper engagement with feedback and more meaningful revision processes. The study contributes to the growing body of research on EFL writing by providing empirical evidence for a complementary feedback model that integrates product- and process-oriented approaches. Pedagogically, the findings highlight the potential of integrated feedback to foster students' critical thinking, autonomy, and feedback literacy within interactive learning environments. Copyright (c) 2026 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Faculty of Letters, Universitas Negeri Malang, Indonesia; Center for Language and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia; Department of English Language Education, Faculty of Teacher Training and Education, Universitas Islam Malang, Indonesia; Sekolah Rakyat Menengah Pertama (SRMP) 16 Malang, Indonesia; The Center for Educational Innovation and Transformation, Universitas Islam Malang, Indonesia
