Reacting to Feedback: Students’ Perception on Written Feedback
Otávio A. B. Leal | 2019
The importance of written feedback has appeared in the 70s with the advent of the “process approach” (Hyland & Hyland, 2006). During the last 40 years this approach, that consists of teachers encouraging students to write through a multiple draft-system, has become extremely popular, and the relevance of written feedback that was provided all along this teaching approach has motivated uncountable studies in the area (Carless, 2006; Ferris, 1995; Lee, 2008; Seeker & Dincer, 2014; Truscott, 1996; etc). Having in mind the relevance that teachers‟ written feedback has achieved in the context of the SLA field, this study aims at investigating how fourth year UFSC Letras-Inglês students react to the feedback provided by their professor in advanced Academic Writing classes. This study happened in the context of a Brazilian University in a course called Inglês VII: Produção Textual Acadêmica. The data collected were two versions of an Abstract produced by 3 female students in the last year of their major and a semi-structured interview conducted with them with the purpose of understanding: a)What kinds of feedback they receive in their writing assignments b) What they change in the original version with the feedback received and c) What the students’ perceptions on the nature of received feedback are. The results provide second language teachers with a notion of the singularities emerged from the way students deal with the written response given by professors in their textual productions, since it has become very clear according to our results that each student is unique in his/her reactions towards the feedback received.