DIGITAL LITERACY AND TEACHER FEEDBACK IN WRITING INSTRUCTION: THE ROLE OF WRITING ATTITUDES IN SENIOR HIGH SCHOOL STUDENTS' WRITING PROFICIENCY

Writing proficiency is understood as a multidimensional construct shaped by cognitive, affective, and instructional influences. This study examined how digital literacy, writing attitudes, and teacher feedback jointly predict writing proficiency in digitally mediated secondary classrooms, addressing the limited research modeling these variables concurrently. Using a descriptive–correlational design, data were collected from 175 senior high school students enrolled in a faith-based institution in Bukidnon during the 2025–2026 academic year. Adapted versions of Digital Literacy Questionnaire, Writing Attitudes Questionnaire, and Quality of Teacher Feedback Questionnaire were administered. Confirmatory Factor Analysis (CFA) was conducted to validate the hypothesized measurement structures of the adapted scales. Model fit indices supported the adequacy of the measurement models, and reliability coefficients demonstrated acceptable internal consistency. Writing proficiency was measured through an analytically scored essay assessing content, organization, vocabulary, grammar, and mechanics. Descriptive results showed high proficiency levels across most writing domains, while creativity-related aspects of digital literacy were only moderate. Regression analysis revealed that digital literacy and perceived teacher feedback did not have statistically significant direct effects on writing proficiency. In contrast, writing attitudes significantly predicted performance, with more negative attitudes associated with lower proficiency. When analyzed simultaneously, affective factors demonstrated stronger predictive relevance than digital literacy skills and teacher feedback. The findings underscore the central role of students’ affective dispositions in writing development. Future research should employ longitudinal or structural equation modeling approaches to examine mediating variables, such as writing self-efficacy and metacognitive strategies to better account for the substantial unexplained variance in writing.