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Interpersonal Aspect of Feedback: A Students’ Perspective
S. W. Chong
The Education University of Hong Kong, Hong Kong S.A.R. (China)
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 two rounds of interviews indicated four prominent themes including two relational factors (e.g. student-teacher relationship) and two mediating factors (e.g. trust).