Abstract:

The shift to a constructive feedback culture requires a thorough examination of the impact of feedback practices. However, a great many studies conducted on feedback in EFL or ESL contexts focus mainly on the effectiveness of feedback practices with reference to feedback receivers’ achievement or improvement in subsequent writing practices. Thus, the psychological aspects of the feedback provision processes are not adequately investigated. In an effort to address this gap, this study attempts to elicit the perspectives of 8 EFL learners who are taking writing classes in a preparatory programme. Stimulated-recall protocols conducted for three drafts and semi-structured interviews were used to gather data, and Kohut’s terminologies with reference to his self-psychology were used in the interpretation of the data. The study offers some insights into our understanding of the impact of the feedback practices and helps us identify which aspects of feedback practices prove to be “self-regulating” or “traumatic.” Several suggestions for developing efficient strategies to be employed in feedback provision are made in the light of the findings. 

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