earticle

영어

This study attempts to examine and provide a configuration of the complex relationship between EFL college students’ affective response and instructor written feedback. In doing so, the study specifically examines a) how certain affective responses inform students’ successful negotiation of written feedback in their writing, b) the correlation between students’ affective responses and types of written feedback received and c) variations of affective responses towards written feedback across students. Primary data included think-aloud sessions and semi-structured interviews. Students’ texts were also collected but used as reference points to clarify the primary data. Grounded theory was used to examine how students negotiate the received written feedback through semi-structured interviews and think-aloud sessions. Relying on Ferris & Hedgcock (1998), a code scheme was used to organize and classify the instructor feedback. Findings showed that EFL students felt satisfied, irritated, dismayed, dissatisfied, delighted, shocked, and showed refusal of feedback and agreement with feedback as part of their affective responses. While a single factor does not contribute to these responses, miscommunication and misunderstanding between the instructor and students, discouraging criticism, and negative comments from instructors were seen as notable factors. The research also showed that students’ affective responses may influence students’ tolerance and appropriation of instructor feedback.