Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan

While learning outcomes associated with type and frequency of feedback have been extensively researched, student perceptions of teacher feedback have received less attention. This manuscript reports on an investigation of student perceptions and preferences concerning teacher feedback in university EFL writing classes in Japan. Students generally reacted positively to feedback and exhibited strong preferences for detailed, handwritten feedback that addressed both content and mechanical errors. The color of feedback appears to be an issue of minimal concern as students indicated nearly equal preference for red and blue marking. Higher proficiency corresponded with lower anxiety levels, an increased willingness to ask questions about feedback, and more positive reactions to feedback, while the opposite was true for lower-proficiency students. Females preferred detailed, direct feedback more than males did, while males indicated somewhat higher anxiety concerning feedback. Finally, feedback was utilized only to a modest extent, a result that highlights the need to encourage and train students in its use. The study concludes with suggestions for further research.