Student attitudes towards teacher-student conferencing integrated with teacher-written feedback: Affective,...

This study explored the attitudes of Ethiopian EFL university students towards the integration of one-on-one teacher-student writing conferencing with teacher-written feedback, with the purpose of proposing this approach within an Ethiopian educational context, where it has not yet been implemented. The study was deemed necessary due to the limited writing proficiency observed among Ethiopian university students. Incorporating this approach may be one way to enhance Ethiopian students' writing skills. Conducting the study prior to implementation is essential, as it provides evidence-based insights that can help persuade all relevant parties, especially teachers, writing material writers, and curriculum designers. To this end, a quasi-experimental one-group post-test-only design within a mixed-methods framework was employed, involving a randomly selected intact group (n = 31) of first-year undergraduate students at Hawassa University. For a 14-week period, participants received paragraph writing instruction through one-on-one teacher-student conferencing combined with teacher-written feedback. Data were subsequently collected through questionnaire and interviews. Questionnaire responses were analyzed using descriptive statistics (percentages, means, and standard deviations), while interview data were analyzed at the question level. The findings indicated that students held positive attitudes towards the intervention, both overall and in relation to its individual components. Based on these results, it is recommended that Ethiopian EFL university writing instructors should integrate one-on-one teacher-student conferencing with teacher-written feedback to enhance students writing performance.