Background and Objectives: Teacher response to student writing was seen as essential for motivation. This study examined whether different types of teacher feedback on writing and speaking led to significant differences between experimental and control groups using collected performance data.
Methodology: This study involved 24 students from three classes at Afarinesh Institute in Sari, Mazandaran, Iran, all taught by the same teacher. One class served as the experimental group and another as the control group. Both groups followed the same textbook materials. The experimental group received written feedback from the teacher. To analyze the data, the researcher used parametric tests. The Kolmogorov-Smirnov test was employed to assess pretest and posttest performance, followed by independent t-tests for pairwise comparisons. Teacher feedback on student writing was considered vital, serving as a key motivational tool to support and encourage learners' improvement.

Results: Considering the t-values of -2/95, -2/35 and -4/85 and the sig. values of 0/01, 0/03 and 0/001 which are lower than the cut-off point of 0/05, it can be concluded that the difference between the two groups’ performance is significant.
Conclusion: as far as their effects on the accuracy of the pre-intermediate Iranian students’ writing accuracy is concerned, the teachers’ written feedbacks to the Iranian students’ homework assignments is much more effective than their oral feedbacks.