Abstract
While research on written corrective feedback (WCF) has flourished in the past two decades, not many studies have probed the contextual factors impacting on the effectiveness of WCF in-situ. Even fewer studies have focused in on how the teacher-student relationship may shape WCF and what factors in turn could shape that relationship. This study addresses this gap in research by investigating teacher-student interactions related to WCF over time in a private institute. The study used a case study design. Thematic analysis of interviews conducted with two teachers and four of their students as well as a careful analysis of students’ essays with teacher feedback revealed that the teacher-student relationship not only influenced the amount of teacher WCF, but also students’ tendency to seek clarification about feedback and the accuracy of their revision. Through the lens of Activity Theory, three factors were identified shaping the teacher-student relationship: goals alignment, expectation fulfillment and power relationships. Pedagogical implications are proposed based on these findings.
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