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Kim, Woo-Young. 2012. A Study of Teacher Feedback Types on English Writing among Korean Students. Journal of Linguistic Studies 17(3), 25-44. The purpose of this study is to recognize the necessity of English writing with the development of information communication, and to search for the effective feedback for English writing instruction. This study was implemented with 82 high school students and those students were redistributed into four groups: control group given no feedback, form-based feedback group, meaning-based feedback group, and integrative feedback group. Each group were assigned with a different writing homework every week for 5 weeks. Each group was provided with a different type of writing feedback. At the end of the period, each group's first and last submitted writing compositions were evaluated with analytic assessment method, and the improved scores were statistically analyzed by ANCOVA. The results show that there was a significant difference mostly in meaning-based feedback group, in which the lower level students showed the most noticeable improvement and the high level students drew a small score increase. This study proposes that teachers should instruct English writing by using meaning-focused feedback to help students perform communicative conveys. Also, teachers should use a purposeful feedback with the consideration of the students' level. (Hansei University)