The aims of this study concerned about the impact of electronic feedback as a new pedagogic practice in EFL learning in general and writing in particular from both students and their lecturers' views. The problem mainly focus on investigating the effectiveness of electronic feedback in the form of learning management system as a pedagogic practice to enhance students' writing quality.

This study adopted quasi experimental methods to investigate the impact of electronic feedback on students'writing quality. A total of 81 English Department students of STKIP PGRI Jombangwere recruited as research participants. They, then, were divided into two groups. The first group, the control group, wasgiven teacher written feedback on their writing drafts while the second group, the experimental group, was given electronic feedback on their writing drafts.The data collection procedure consisted of two types of writing tasks which each participant was asked to write argumentative essays within approximately one hour.The instructor then wrote comments and corrected their work using a red pen after which, the drafts were returned to the class to be rectified before they handed in their final drafts.

The results of this study revealed that written feedback is more effective than electronic feedback. This results were obtained from the mean score of both groups, the experimental and the control groups. The result of the analysis of using t-test revealed that the obtained probability was 0.028 and 0.027. It was higher than significance level p = 0.05, or statistically there is no significant difference in writing quality of students getting electronic feedback and those getting conventional feedback or teacher written feedback. It means that students who are given electronic feedback have same writing quality than those who are given written feedback.