The Correlation between Korean Language Learners’ Writing Self-Efficacy and Perception of Feedback

This study aimed to examine the correlation between writing self-efficacy and feedback perception among students learning the Korean language. A survey was conducted among 67 international students and the acquired data were analyzed using SPSS 28.0. The main findings are as follows: First, “Feed forward” ability, defined as learners’ capacity to plan future learning and promote learning improvement, showed the most significant influence on feedback acceptance. This indicates that while learners accept instructors’ feedback at a high level, their ability to use and apply it in their own writing is relatively low. Second, learners could “understand” the strengths and weaknesses of their writing through feedback content, but their “production” ability of actually applying the feedback to their writing was low. This indicates that learners remain passive in the feedback process. Third, writing self-efficacy did not show a direct correlation with feedback acceptance, but showed a significant positive correlation with feedback utilization ability, indicating an indirect influence. This study is significant as it empirically analyzed the complex relationship between Korean language learners’ writing self-efficacy and feedback perception, thereby highlighting important implications for exploring learner-centered writing feedback strategies. However, this study has certain limitations, including reduced generalizability due to the small sample size and lack of comprehensiveness due to the non-inclusion of individual learner variables such as proficiency level, nationality, and gender in the analysis.