Volume 6 Issue 43 (November 2021) PP. 49-61 DOI 10.35631/IJEPC.643005 Special Issue: Issues and Challenges in English Education Copyright © GLOBAL ACADEMIC EXCELLENCE (M) SDN BHD - All rights reserved 49 INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC) www.ijepc.com THE EFFECTS OF TYPES OF FEEDBACK ON STUDENTS' REVIEWING PROCESS IN AN ONLINE SCAFFOLDED PROCESS WRITING CLASSROOM Wardatul Akmam Din 1 , Suyansah Swanto 2* , Megawati Soekarno 3 , Noraini Said 4 1 Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia Email: wardadin@ums.edu.my 2 Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia Email: suyansah@ums.edu.my 3 Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia Email: megawati.s@ums.edu.my 4 Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia Email: noraini.said@ums.edu.my * Corresponding Author Article Info: Abstract: Article history: Received date: 11.09.2021 Revised date: 10.10.2021 Accepted date: 15.11.2021 Published date: 30.11.2021 To cite this document: Din, W. A., Swanto, S., Soekarno, M., & Said, N. (2021). The Effects of Types of Feedback on Students' Reviewing Process in A Scaffolded Process Writing Classroom. International Journal of Education, Psychology and Counseling, 6 (43), 49-61. DOI: 10.35631/IJEPC.643005 This work is licensed under CC BY 4.0 There has been growing evidence that the lack of academic writing skills among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with academic writing convention issues. However, in order to encourage these students’ to be autonomous in their English academic writing, explicit and supportive instruction is necessary on the teacher’s part. This study aims to investigate thirty Foundation students’ revision activities pre- and post- intervention and whether there are any changes in their reviewing activities after being exposed to the intervention for twelve weeks. The reviewing activities were categories and analysed for inter-correlations. It is found that the students’ revision activities at first seem to concentrate mostly on Surface Changes-Meaning Preserving Changes activities. However, this changes in the second half of the intervention period where they seem to perform more Meaning Changes-Microstructure Changes and the least is Surface Changes- Formal Changes. Keywords: Process Writing Approach, Scaffolding, Reviewing