Ani Susanti
Written corrective feedback has been utilized by many teachers and supervisors in EFL writing context to approach students' works, including thesis drafts. Students' positive response to supervisor's feedback plays an important role since it connects the input to learning outcome manifested in the students' revision. This study investigates how EFL graduate-students respond to their supervisors' written corrective feedback on their thesis drafts. In-depth interviews with three selected respondents lead to the findings that the students would revise the draft promptly when they feel motivated with the feedbacks. On the other side, when they are puzzled with the feedbacks, they would firstly ask for clarification to the supervisor, find the second opinion from their friends, and make their prediction to several unclear feedbacks. But when they feel dissatisfied with feedbacks, they would prefer to ignore the feedbacks rather than accept them. © 2020, IJSTR.
Universitas Negeri Malang, Indonesia
