老師給學生寫作之回饋如同師生之間的對話，藉回饋以達成溝通語意之效果，並促使學生修正。截至目前，已有相當多之研究旨在探討老師回饋的內容與形式，同時也有許多學者致力於研究學生對老師回饋的反應，所涵蓋的議題包括學生對回饋的喜好、理解以及策略的使用。
過去以來，針對學生對老師回饋反應之研究僅使用學生的問卷資料，並未檢視學生實際的寫作表現及修改情形。為了更進一步了解老師回饋與學生反應之間的關聯，本個案研究著眼於老師回饋的本質，以及學生對其回饋的態度與使用。參與本研究之受試者包含一位英文寫作老師及其班上十七位以英語為主修的學生。多項資料來源包含學生對老師回饋之態度問卷、學生文章以分析老師的回饋和學生的修改。此外，本研究篩選六位寫作能力不同的學生進行出聲思考和訪談，以更深入了解老師的回饋對學生寫作之影響，並與老師進行訪談以了解其回饋的實行、觀點以及問題。
研究結果顯示，大部份的老師回饋著重於內容，然而學生對此種回饋的使用普遍有困難，並且經常在修改時忽略。舉例來說，某些特定形式的回饋（具體、祈使、直接、委婉語、策略提供）對於學生似乎較容易依循並有效修改，但老師卻較少使用此種形式的回饋。對於大部分學生而言，他們會瀏覽並注意老師的回饋，試著去理解以及使用，但學生喜好更直接的回饋，運用各種不同的策略來處理老師的回饋，不過學生也表示即使理解其回饋，使用時仍會遇到困難。此研究結果顯示老師的回饋深深影響學生對其回饋的態度以及修改的成功與否，學生對回饋的使用有困難可能是因為老師和學生對於回饋的認知有差異，因此老師必須更明確的向學生說明其回饋之目的、形式及意義，並且教導學生策略來處理回饋。

Teachers' response to students' writing is like a teacher-student dialogue where meaning is negotiated, leading to subsequent students' revisions. Much effort has been devoted to the study of the substance and form of teachers' comments. Meanwhile, there has been a growing body of literature on students' reactions to teachers' feedback, including their preferences for the feedback, their problems with understanding the feedback, and their strategies for handling the feedback.
Early studies of students' reactions to teachers' feedback are limited to utilizing only survey data without further examining students' written texts and revision behaviors. To better understand the relationship between teachers' feedback and students' reactions, the present study is a case study of an EFL writing classroom that aims to first investigate the nature of a teacher's feedback and then look at students' views on the feedback as well as their incorporation of the feedback in their rewriting. Participants included an EFL writing teacher and his 17 students who were all English majors at a public university in Taiwan. Multiple data sources contained a student questionnaire about their reactions to the teacher's comments, and the students' texts to analyze the teacher's comments and the students' subsequent revisions. In addition, six student volunteers of different writing proficiency levels were recruited for individual think-aloud revision sessions and follow-up interviews. To obtain an in-depth insight into the teacher's comments, a teacher interview was also conducted to find out his practices, perspectives, and problems regarding feedback.
The results of the study showed that the teacher made most of the comments on content in his marginal comments or endnotes. However, the students tended to have trouble processing their teacher's content comments and to overlook them in the next draft. Particular forms of commentary (text-specific, imperative, direct, hedged, provided with a strategy) appeared to lead to more successful revisions than others, but the teacher did not include a significant proportion of these comments in his written feedback. As for the students' reactions, they reported reading and paying much attention to their teacher's feedback. The students preferred more direct comments, and would try to understand or act on them. In addition, the students reported utilizing a variety of strategies to handle the feedback, but having problems incorporating it even if they understood the feedback. The findings suggest that teachers' feedback plays a crucial role in students' views on the feedback and the success of their revision. Students' problems with processing the feedback may be lacking communication between teacher and students as to what is commented and how to respond to such feedback. As a result, teachers need to explain their responding practices more clearly and train students with various strategies to deal with the feedback.

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