The purpose of this study is to investigate the impact of electronic feedback on

student writing quality. The rapid pace at which educational technologies are growing creates
a broad spectrum of ways in which technology can be integrated into classroom instruction.
However, this study will use direct feedback only and none of this study use direct feedback
as a treatment. In addition, none of the studies above involved, or at least did not mention to
have used, electronic technologies for writing, such as word processing software, or email as
electronic delivery media. Consequently, these studies did not provide answers to questions
of effectiveness of teacher electronic and written direct corrective feedback on student
writing quality.

The problem of the this study is concerned about the impact of e-feedback as a new
pedagogic practice in EFL language learning in general and writing in particular from both
students and their lecturers’ views. The problem is mainly represent in investigating the
effectiveness of electronic feedback in the form of learning management system a pedagogic
practice to enhance students’ quality of written essays.

This design deals with comparison groups through random selection, will be
employed one group will utilize electronic corrective feedback (X1) as the experiment group
and another group will utilize non-electronic/written corrective feedback (X2) as the control
group. The EFL Students' writing quality will be as dependent variable (Y).