This study investigates the effects of feedback (FB) on improving written composition using aptitude treatment interaction (ATI) with a regulatory focus. Ninety junior college students were enrolled in the study and assigned to one of three groups: (a) with a positive FB condition in which students were provided with positive FB on their compositions, (b) with an improvement FB condition in which students were advised how to improve their compositions, and (c) with both FB condition in which students were provided with both positive and improvement FB. Students were first asked to perform a writing task, for which they received FB, and were then asked to perform a second writing task. In both FB condition, students demonstrated a stronger intention to improve and were more willing to adopt reflective strategies than in other conditions. In other words, both types of FB provided students with advice for improvement and instilled feelings of competence, thereby encouraging their meta-cognition and intention to improve. Moreover, ATI with a regulatory focus suggests that providing FB tailored to a prevention focus encourages students to improve their composition reflectively, while providing FB tailored to a promotion focus encourages them to improve their work as guided by FB.

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