本研究主要在調查學生在修改作文的過程中，如何理解及處理教師的批改及回饋，並檢視會影響學生理解及回應老師批改及回饋的因素。本研究採用質性及量化研究方法。質性資料來源包括學生訪談、出聲思考紀綠 (think-aloud protocol)、學生作文與教師批改及回饋。參與研究的訪談受試者，為十一位以英語為主修的大二學生，透過與研究者進行深入訪談及質性資料分析，學生如何處理教師的批改及回饋、影響學生理解及回應老師批改及回饋的因素得到初步結論。根據質性研究結果，發展第二階段之問卷調查。其問卷調查由123位大二英文系學生完成填答。研究結果顯示，學生會透過多種方法理解及處理教師的批改及回饋。然而，結果顯示部份學生依然誤解、無法理解或採用教師的批改及回饋，其因素為教師提供不足或不適當的批改及回饋，學生語言能力不足、不正確的舊有知識，以及學生的態度與對寫作內容的想法。本研究發現，相較於提供批改代碼(correction codes)，學生偏好教師直接提供回饋(給與正確答案)或描述性的文字回饋。此外，在研究中也發現學生信任教師之批改及回饋。本研究建議，英作文教師在批改錯誤及提供回饋給學生時，需謹慎地處理，並提機會與學生會談或討論。

The purpose of the present study was to investigate how students perceive their teachers’ feedback, to explore how students process teacher feedback when revising their writing, and the factors that influence students’ perceptions and responses. Drawing on qualitative and quantitative research, interviews were conducted with students which included think-aloud protocols, and data was collected data from questionnaires, interview transcripts, writing with teacher feedback, and related revisions. For qualitative data collection, eleven college English as a Foreign Language (EFL) students were interviewed, and their perceptions and behavior while processing teacher feedback were analyzed. In order to know whether the results of qualitative research were applicable to a larger population, the questionnaire in which the questions emerged from the interviews was completed by 123 sophomores.

The results of the qualitative and quantitative research showed that the students had various ways of perceiving and processing teacher corrections and feedback. The factors which caused their failure to understand or incorporate teacher corrections and feedback were related to their teachers’ insufficient and improper corrections and feedback, the students’ insufficient language abilities and existing knowledge, as well as their attitudes and opinions. In addition, it was also found that students misunderstood or had difficulties incorporating and understanding teacher corrections and feedback, and they preferred direct corrections (teachers providing the correct forms), descriptive feedback, and correction marks, such as underlines or circles rather than correction codes (e.g., “wf” or “sp”). Nonetheless, the findings showed that there was a trusting relationship between students and their teachers. The findings suggest that teachers need to handle correction codes carefully as well as other types of correction and feedback, and must communicate with their students.

TABLE OF CONTENT
ACKNOWLEGEMENTS	i
CHINESE ABSTRACT	ii
ENGLISH ABSTRACT	iii
TABLE OF CONTENT	v
LIST OF TABLES	ix
LIST OF FIGURES	x

CHAPTER 1 INTRODUCTION	1
1.1 Background	1
1.2 Statement of the Problem	4
1.3 Purpose of the Study	6
1.4 Research Questions	6
1.5 Significance of the Study	7
1.6 Definition of Terms	7
1.6.1 Think-aloud Protocols	7
1.6.2 Correction Code	8

CHAPTER 2 LITERATURE REVIEW	9
2.1 Teacher Feedback	9
2.1.1 The Impact of Teacher Feedback on Writing	9
2.1.2 The Effects of Various Types of Feedback	14
2.1.3 Teacher Practice and Perceptions of Feedback	18
2.2 Student Response to Feedback	21
2.2.1 Student Preferences of and Reactions to Teacher Feedback	21
2.2.2 Student Perceptions and Processing of Teacher Feedback	27
2.2.3 Student Difficulties in Understanding Teacher Feedback	29
2.3 Conclusion	31

CHAPTER 3 METHODOLOGY	33
3.1 Context of the Study	33
3.2 Recruitment of Research Participants	34
3.3 Data Collection Procedure	37
3.3.1 Semi-structured Interview and Think-aloud Protocols	37
3.3.2 Research Documents: Essays and Revisions	40
3.3.3 Questionnaire	40
3.4 Explanation of Data Analysis	41
3.4.1 Semi-structured Interview and Think-aloud Protocols	42
3.4.2 Writing Drafts and Revisions	42
3.4.3 Questionnaire	43

CHAPTER 4 RESULTS	44
4.1 Student Perceptions of Teacher Feedback	45
4.1.1 Assumptions of Teacher Expectations	46
4.1.2 Relating Error Correction to Classroom Lectures	48
4.1.3 Utilizing Teaching Materials	52
4.1.4 Students’ Existing Knowledge and Language Ability	55
4.1.5 Referring to Habitual Mistakes	59
4.1.6 Finding Meaning Through Context	61
4.2 The Factors Influence Students’ Perceptions of Teacher’s feedback	65
4.2.1 Students’ Insufficient Existing Knowledge and Language Abilities	65
4.2.2 Insufficient Information in Corrections and Feedback.	69
4.3 Students’ Processing of Teacher Feedback When Revising Drafts	71
4.3.1 Following Teacher Corrections	71
4.3.2 Do Nothing	74
4.3.3 Make a Change by Rewriting a Sentence, a Paragraph, or an Entire Essay	77
4.3.4 Deletion or Adding Content	79
4.3.5 Adding Additional Revision	81
4.4 The Factors Influence Student Processing of Teacher feedback	83
4.4.1 Improper Teacher Feedback	83
4.4.2 Students’ Opinions	85
4.4.3 Students’ Language Ability	87
4.4.4 Students’ Learning Attitudes	88
4.5 Quantitative Research Results	90
4.5.1 Student Perceptions of Teacher Corrections and Feedback	91
4.5.2 Student Responses to Teacher Corrections and Feedback	94
4.5.3 Student Difficulties Understanding and Responding to Teacher Corrections and Feedback	98
4.5.4 Student Understanding of Teacher Corrections and Feedback	100

CHAPTER 5 DISCUSSION AND CONCLUSION	105
5.1 Summary of the Study	105
5.2 Discussion of the Results	108
5.2.1 The Use of Correction Codes	108
5.2.2 Student Difficulties of Perceiving and Processing Teacher Corrections and Feedback	111
5.2.3 The Role Played by Writing Teachers	114
5.3 Pedagogical Implications	116
5.3.1 Giving Classroom Lecture Before and After Providing Correction Codes	116
5.3.2 Establishing Communication Between Teacher and Students	117
5.3.3 Teacher Competence in Error Correction and Feedback	118
5.4 Limitations of This Study	119
5.5 Suggestions for Future Research	119

REFERENCE	121

APPENDIX A	130
APPENDIX B	132
APPENDIX C	134
APPENDIX D	136
APPENDIX E	138


LIST OF TABLES
Table 1 Participant Information	36
Table 2 Student Perceptions of Teacher Corrections and Feedback	92
Table 3 Student Reponses to Teacher Correction and feedback	96
Table 4 Student Difficulties Understanding and Responding to Teacher Corrections and Feedback	99
Table 5 Student Understanding of Teacher Corrections and Feedback	101
Table 6 Student Understanding of Teacher Corrections and Feedback	102
Table 7 Student Understanding of Teacher Corrections and Feedback	103 
LIST OF FIGURES
Figure 3.1 Procedure of Two Interviews for Each Essay	38
Figure 4.1 Len’s Sentence with Corrections and Feedback, and His Perception	47
Figure 4.2 Joan’s Sentence with Corrections and Feedback, and Her Perception	47
Figure 4.3 Joan’s Sentence with Corrections and Feedback, and Her Perception	48
Figure 4.4 Ben’s Sentence with Corrections and Feedback, and His Perception	49
Figure 4.5 Len’s Sentence with Corrections and Feedback, and His Perception	49
Figure 4.6 Other Participants’ Responses to Their Teachers’ Corrections and Feedback 	50
Figure 4.7 Other Participants’ Responses to Their Teachers’ Corrections and Feedback 	51
Figure 4.8 Tracy’s Sentence with Corrections and Feedback, and Her Perception	53
Figure 4.9 Joan’s Sentence with Corrections and Feedback, and Her Perception	54
Figure 4.10 Jean’s Sentence with Corrections and Feedback, and Her Perception	55
Figure 4.11 Tracy’s Sentence with Corrections and Feedback, and Her Perception	57
Figure 4.12 Ben’s Sentence with Corrections and Feedback, and His Perception	57
Figure 4.13 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	58
Figure 4.14 Betty’s Sentence with Corrections and Feedback, and Her Perception	59
Figure 4.15 Stacy’s Sentence with Corrections and Feedback, and Her Perception	60
Figure 4.16 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	60
Figure 4.17 Betty’s Sentence with Corrections and Feedback, and Her Perception	61
Figure 4.18 Tracy’s Sentence with Corrections and Feedback, and Her Perception	62
Figure 4.19 Joan’s Sentence with Corrections and Feedback, and Her Perception	63
Figure 4.20 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	63
Figure 4.21 Iris’ Sentence with Corrections, and Her Response to Feedback	66
Figure 4.22 Len’s Sentences with Corrections, and His Response to Feedback	66
Figure 4.23 Stacy’ Sentence with Corrections, and Her Response to Feedback	67
Figure 4.24 Joan’s Sentence with Corrections, and Her Perception to Feedback	68
Figure 4.25 Betty’s Sentence with Corrections and Feedback, and Her Perception	68
Figure 4.26 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	69
Figure 4.27 Len’s Sentence with Corrections and Feedback, and His Perception	70
Figure 4.28 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	72
Figure 4.29 Len’s Sentences with Corrections and Feedback, Followed by His Revision and Response	73
Figure 4.30 Stacy’s Sentence with Corrections, and Her Response to Feedback	73
Figure 4.31 Nora’s Sentence with Corrections, and Her Response to Feedback	74
Figure 4.32 Other Participants’ Responses to Their Teachers’ Corrections and Feedback	75
Figure 4.33 Joan’s and Betty’s Responses to Their Teachers’ Corrections and Feedback	76
Figure 4.34 Len’s Sentences with Corrections and Feedback, Followed by His Revision and Response	77
Figure 4.35 Karl’s Sentences with Corrections and Feedback, Followed by His Revision and Response	78
Figure 4.36 Jean’s Sentence with Corrections, and Her Response to Feedback	79
Figure 4.37 Iris’ Sentences with Corrections and Feedback, Followed by Her Revision and Response	79
Figure 4.38 Karl’s Sentence with Corrections, and His Response to Feedback	80
Figure 4.39 Nora’s Sentence with Corrections, and Her Response to Feedback	80
Figure 4.40 Len’s and Betty’s Responses	81
Figure 4.41 Len’s and Tracy’s Responses	81
Figure 4.42 Karl’s Sentences with Corrections and Feedback, Followed by His Revision and Response	82
Figure 4.43 Karl’s Sentences with Corrections and Feedback, Followed by His Revision and Response	82
Figure 4.44 Gill’s Sentences with Corrections and Feedback, Followed by Her Revision and Response	84
Figure 4.45 Students’ Responses to Their Processing Teacher Corrections and Feedback	85
Figure 4.46 Iris’ Sentences with Corrections and Feedback, Followed by Her Revision and Response	87
Figure 4.47 Students’ Responses to Their Processing Teacher Corrections and Feedback	88
Figure 4.48 Students’ Responses to Their Processing Teacher Corrections and Feedback	89
Figure 4.49 Jean’s Sentences with Correction and Feedback, Followed by Her Revision and Response	89
Figure 4.50 Students’ Responses to Their Processing Teacher Corrections and Feedback	90

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