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HOW TEACHER’S REFLECTIVE WRITTEN FEEDBACK MAKES A DIFFERENCE 
TO ESL STUDENTS’ REVISION
TRUONG ANH TUAN, LANNIN AMY, NGO QUY CHUNG
Abstract: Teacher’s written feedback is arguably the most widely adopted method by English 
teachers; yet it is time consuming and the least understood. In the current study, teacher’s 
reflective written teacher feedback and its effects on L2 students’ writing revision and quality 
were explored. Over thirty drafts from 15 themes were collected from three L2 college students 
during two academic semesters (24 weeks). The influence of teacher feedback on the students’ 
revision were analyzed using Ferris’s rating scale while the students’ writing quality was evaluated 
by holistic and analytical scoring following a version of the National Writing Project’s analytic 
writing continuum. The analyses showed that teacher’s written reflective feedback was helpful 
to L2 students’ revision. More than two thirds of teacher’s comments led to successful revision. 
Final drafts also scored statically significantly higher than first drafts. Individual raters reported 
that final drafts tended to be richer in content, more organized, and clearer voice while no clear 
effect in word choice and conventions was found. The findings suggested several implications for 
response practices in the context of L2 writing.
Keywords: writing response, written feedback, reflective feedback, L2 writing.
Received: 11/04/2017; Revised: 11/5/2017; Accepted for publication: 28/6/2017