THE MEDIATING ROLE OF CLASSROOM INTERACTION IN THE RELATIONSHIP BETWEEN INSTRUCTIONAL FEEDBACKS AND WRITING STRATEGIES AMONG PAKISTANI ESL LEARNERS

Abstract

This study examined the mediating effect of classroom interaction on the relationship between instructional feedback and writing strategies among undergraduate learners in the Pakistani English as a Second Language (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. A quantitative research design utilizing correlation and mediation analysis was employed. The respondents were a total of 600 second-year undergraduate students from various departments in a major Pakistani university. Data were collected using validated, adapted questionnaires measuring the level of instructional feedback, classroom interaction, and writing strategies. Results revealed moderate to high levels of instructional feedback, writing strategy use, and classroom interaction among Pakistani 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, contributing to over half of the total effect. The findings highlight the necessity of integrating responsive instructional feedback with interactive classroom practices to promote effective writing strategies in the Pakistani higher education sector.