Yabancı dil olarak İngilizce öğrencilerinin öğretmenin yazılı geribildirimi içinde yaptığı bilişsel yolculuk

This study was designed to investigate how much students understand and utilizethe teacher?s written sentence, content, and discourse-level feedback, what strategies theyemploy in processing it, and how effectively students can relate the teacher?s responses totheir texts.The study was conducted with 6 upper-intermediate level students and theirwriting teacher at Istanbul Technical University School of Foreign Languages. The datawere collected through the students? first and revised drafts, students? and the teacher?sthink-aloud protocols (TAPs), and interviews with the students.The results indicated that the students had problems understanding andinterpreting the written teacher commentary when the teacher commented on all aspectsof a composition in one draft such as sentence, content, and discourse, when the teacherused various ways to present her comments such as marginal, in-text, and final notes,when the teacher commented on each sentence-level error rather than to mark themselectively, and when the teacher was not clear and simple enough for students in thefinal notes.This study suggests implementing a multi-draft setting, in which there is morethan one writing-getting feedback-revising cycle, and selective marking as a way toimprove students? writing abilities and their idea of academic writing. It also suggeststhat students be trained more on how to utilize the teacher?s written commentary.Key Words: Written teacher feedback/commentary/response, sentence-levelcommentary, content-level commentary, discourse-level commentary, think-aloudprotocol (TAP) procedure.