ABSTRACT
One substantial area of research on response to student writing is student surveys of their opinions about different types of feedback on their writing. This line of inquiry, beginning with a 1987 study by Cohen, appears to follow directly from similar investigations in L1 composition (see Straub, 1997, for a review). Besides investigating issues similar to those that concern L1 researchers, L2 writing researchers have asked additional questions about the appropriateness and efficacy of various response practices (error correction, peer feedback, teacher-student conferences) for L2 writers, and have noted differences across student populations (most broadly between L1 and L2 students) in their affective responses to different feedback techniques.
