EFL Students’ Response to Teacher Written Feedback on composition : A Case of Korean Graduate Students

The purpose of this study was to investigate (1) Korean graduate students’ attitudes toward teacher written feedback, (2) their use of teacher written feedback, and (3) the effect of teacher written feedback on their revision. Data from questionnaires, interviews, students’ first drafts and revised versions of first drafts were collected and analyzed. The results show that the students highly valued teacher written feedback, preferring grammar-related to contentrelated feedback. They used a considerable amount of feedback points in revision process, closely following the teacher’s comments. However, a comparison of the first and second drafts shows that the students’ positive attitude to written feedback and high percentage in the use of feedback does not always lead to improving the quality of revised papers. The paper discusses factors affecting students’ limited use of teacher written feedback and suggests possible ways to improve feedback practices. The interview was carried out in Korean based on interview protocol. Transcription of the inte