Abstract
This paper investigates students’ experiences, perceptions, understanding and interpretation of different types of feedback. For this purpose, qualitative interviews were conducted from ten ESL (not having English as their native language) students regarding different types of feedback that had they received on their academic assignments; the effects and potential of those feedback on their learning and writing, and the factors causing difficulties in their effective use of those feedback. According to the findings, all participants expressed their satisfaction with support in the form of feedback in improving their academic writing but also showed some reservations in effectively exercising them. The findings revealed that the interviewees received feedback in varied modes, however, mostly in written form; from tutors; and after the submission of assignments, and less in oral form; from peers; during the writing processes; and before the submission of assignments. Conclusions are drawn and limitation and suggestions for future research are addressed in the light of the findings.
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