Changes in International Undergraduate Students’ Perceptions of Feedback in Process-Oriented Writing － Focusing on S University’s writing classes

This study aimed to examine how the perceptions of international undergraduate students in a required liberal arts writing course change before and after receiving feedback from different providers. The goal was to maximize the effectiveness of writing instruction by providing feedback suited to the learner's skill level. The study found that the students tend to trust feedback from teachers more than peer or self-feedback, indicating the need for teacher-centered, focused feedback. Additionally, students expressed high satisfaction during the rewriting process, which highlights the importance of checking and confirming whether the feedback has been reflected in the students’ work. Furthermore, the study found that learners derived satisfaction from error correction and feedback on grammar provided by teachers, recognizing that accuracy, such as correct spelling, can enhance the completeness of their writing. Finally, students with TOPIK level 6 responded positively to direct feedback and were highly satisfied with error correction. In contrast, learners at TOPIK levels 3, 4, and 5 responded positively to changes resulting from indirect feedback and were more satisfied when receiving form-focused feedback. The results suggest that providing direct feedback to advanced learners can improve the completeness of their writing through accuracy, while indirect feedback and form-focused feedback can benefit intermediate-level learners by helping them ensure grammatical accuracy.