Abstract
While providing effective feedback to student writing has been a perennial concern of writing teachers and researchers, student reaction to various types of feedback has received relatively little attention. This study surveyed the attitudes of 47 freshman students at Middle East Technical University to the feedback procedure employed by two English Composition I instructors. The procedure involved mainly: (a) indication of linguistic errors with codes, and (b) various types of brief comments to help students improve their drafts. The 20-item questionnaire, consisting of impressionistic rating questions and open-ended items, revealed that the students have a highly favourable opinion of the utility and didactic value of this feedback procedure. The subjects' ratings of time and effort required of students and teachers suggest that the students perceive such review work as a type of co-operative learning in which the amount of work and responsibility is shared by students and teachers. The quantitative findings and related student comments are also interesting in that they reveal different student orientations to teacher feedback in revision work, corroborating Radecki and Swales' earlier tentative findings. The conclusion discusses the implications of the study and offers recommendations for fruitful feedback to EFL student writing.
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