ESL student reaction to written comments on their written work

Abstract

Although studies of instructor response to student writing are numerous in both L1 and L2 contexts, the literature on student reaction to those comments is small in L2 research. Partly for this reason, we have examined ESL students' own preferences and views on feedback. We surveyed the attitudes of 59 students in four ESL-oriented classes. Our questionnaire elicited their opinions on the usefulness of various types of comments, the scope of teacher markings, responsibility in error marking and correction, and revision. Eight students were then selected for interview (either audio- or video-taped). The respondents can be divided into three categories, primarily according to their degrees of acceptance of revision and of teacher intervention in providing input: Receptors (46%), Semi-resistors (41%), and Resistors (13%). The survey revealed that as students progress from English language learners to apprentices in their chosen discipline, the more restricted is the role they assign to the language teacher.