The aim of this study is to examine the effects of 3 feedback techniques on the writing performance and attitudes of the first secondary grade students. The current research reports the descriptive method (through a survey of previous literature about writing approaches) and a quasi-experimental classroom study investigating 45 EFL students¿ abilities to self-edit their writing across three feedback conditions Feedback was provided to 90 students enrolled in an 8-weeks process writing course. They were divided into three groups representing the feedback types. The participants wrote paragraphs of two genres, focusing on five error categories. The pre- and post-tests of paragraph writing were compared to see improvement. The students¿ writing quality was measured using EFL Composition Profile, while attitude was measured by using an attitude Scale. The results revealed that all the groups have reductions in their errors. But the second and third groups used different ways of thinking to refine their writing. The results confirmed the effects of feedback on the students' performance according to their writing quality and that students were encouraged to respond to it.