A considerable number of the studies have examined the issues on themanners and effects of teacher written feedback from the perspectivesof the teachers, but few studies have been conducted from theviewpoints of the students. To bridge the gap between these twoperspectives, we synthesized thirteen studies on student processing ofteacher written feedback in the ESL/EFL contexts. The findingsrevealed that student preference for and reaction to the commentariesprovided by the L2 teachers varied differently from classes toclasses, from individuals to individuals. The mixed results might beattributed to contextual, annotation, and affective factors. Eachfactor would be discussed in detail, followed by a critique onmethodology. It is suggested that such previous studies are worthwhileto be replicated in Taiwan with more rigorous research designs andwith more expanded scopes. Finally, pedagogical implications wereaddressed.
Proceedings of the Tenth International Symposium on English Teaching=第十屆中華民國英語文教學國際研討會論文集, pp.456-465