Despite the bulk of studies on written feedback (WF) in the past decades, the majority of them have focused on written corrective feedback. On the other hand, research on students’ perception of teacher WF is scant. To address the aforesaid research gap, this presentation reports on a group of L2 community college students’ perception of interpersonal factors that potentially affect their response to teacher WF. Following a grounded theory methodology, thematic analysis of data collected from 93 open-ended questionnaires and 12 interviews indicated four prominent themes including two relational factors (e.g., student-teacher relationship) and two mediating factors (e.g., trust). Copyright © 2018 PanSIG.
|Publication status||Published - May 2018|