A Study of How Students Perceive and Respond to Feedback in Their Revision in Korean EFL Context

The present study investigated how Korean EFL students perceive their writing ability, feedback activity, and different types of feedback. It also explored how they respond to feedback when incorporating it into their revision. Sixty seven Korean EFL university students at between beginning and intermediate proficiency level who enrolled in the required English conversation 1 course participated in this study. During the course, four writing assignments were asked to be completed. Students were to experience teacher written feedback, student written feedback, and feedback through teacher-student conference, while revising their work. Data were gathered through pre- and post- questionnaire. The Paired Samples t-test was used for data analysis. It was revealed that Korean EFL students preferred teacher feedback, in either written or spoken form, to their peer students' and feedback given on the aspect of grammar to that on other aspects of writing. The findings conform to the educational value in that EFL Korean students would be able to benefit from participating in making multiple drafts in response to different types of feedback. The pedagogical implications for EFL instructors are described.