Abstract:
This research aimed to assess the effects of meaning-focused comment on students’ essay writing
achievement and writing motivation. Additionally, it sought to evaluate the effects of meaning
focused feedback at the present level students’ perception of teacher feedback experienced by
Ethiopian secondary school students. Instruments used to collect data were: Essay Test, Motivation
Inventory and Questionnaire. The validity and reliability of the tools were confirmed. The research
sample was made up of 95 grade eleven students at Arbaminch Limat Secondary School, Gamo
Zone. They were split up into two groups:( 47/48). Both groups were comparable with regard to
writing achievement, writing motivation and perception of feedback in terms of pretest. The
participants in the experimental group were presented with session for meaning-focused feedback.
Participants in the control group however, were instructed using the conventional error feedback.
Then, the EFL teacher was selected and given orientation and training on giving meaning-focused
feedback for one week. Then, the groups wrote six essays within 12 weeks. The data analysis
findings demonstrated the enhanced influence of meaning-focused feedback on the participants in
the experimental group higher-level writing components achievement, writing motivation, and
perception of teacher feedback. Implications for using meaning-focused feedback in EFL writing
were discussed. In light of the results, it was recommended that the main purpose of meaning
focused feedback should be to motivate students to revise their writings in order to improve their
writing skills. Teachers in EFL should also make advantage of meaning-focused to help students
write better in the areas of content, organization, cohesion and vocabulary. Teachers are also
encouraged to use this feedback to help students become more motivated writers. Finally, given
the small sample size and time frame of this study, it would seem that more research is strongly
advised in order to examine the topic in various scenarios
