This study investigated the role of personalized feedback via technology on Iraqi EFL learners’ writing performance in the light of their identity processing styles. The participants comprised 180 intermediate EFL learners who were selected from 250 such learners based on their performance on a proficiency test. The 180 selected learners were then put into three groups based on their scores on an identity processing style questionnaire. They were also given a writing pretest. Following that, the three groups were provided with personalized feedback via Telegram for 15 sessions. After the treatment, the learners were given a writing posttest. Moreover, 15 participants from each group were interviewed to explore their perceptions concerning the effectiveness of personalized feedback via technology for improving their writing performance. The results of One-way ANOVA revealed significant differences among the three groups of identity processing styles. Moreover, the results of paired samples t-test showed that personalized feedback via technology significantly impacted the writing performance of the three groups. The results of thematic analysis indicated four themes for the informational identity processing styles including positive perception of personalized feedback, increased motivation and confidence, greater understanding of writing expectations, and preference for personalized feedback over traditional feedback. Moreover, three themes were extracted for the normative identity style group, which were identical with the first three themes for the informational style. Furthermore, two themes were revealed for the diffuse-avoidant identity processing style comprising mixed perceptions of personalized feedback and minimal impact on motivation and confidence. Based on the results, EFL teachers are encouraged to acknowledge and accommodate learners’ identity processing styles for the provision of personalized feedback to enhance learners’ writing performance.
