Student Reactions to Teacher Response in Multiple-Draft Composition Classrooms

Abstract

Research in L1 and L2 student writing has suggested that teacher response to student compositions is most effective when it is given on preliminary rather than final drafts of student essays (Freedman, 1987; Krashen, 1984). One area of research in L1 and L2 composition is the assessment of student reactions to the feedback they receive from their teachers (Cohen & Cavalcanti, 1990; Hedgcock & Lefkowitz, 1994; Leki, 1991; McCurdy, 1992). However, most previous studies of ESL student response to their teachers' written comments on their essays have been undertaken in single-draft, rather than multiple-draft, contexts. In this study, 155 students in two levels of a university ESL composition program responded to a survey very similar to the ones utilized by Cohen (1987) and McCurdy (1992) in single-draft settings. The results of the survey indicated that students pay more attention to teacher feedback provided on preliminary drafts (vs. final drafts) of their essays; that they utilize a variety of strategies to respond to their teachers' comments; that they appreciate receiving comments of encouragement; and that, overall, they find their teachers' feedback useful in helping them to improve their writing. Responses also showed that students had a variety of problems in understanding their teachers' comments, suggesting that teachers should be more intentional in explaining their responding behaviors to their students.