ABSTRACT Despite the bulk of studies on written feedback (WF) in higher education in the past decades, the majority of them have focused on written corrective feedback. On the other hand, WF research on students’ perception of teacher WF is scant. Among those studies which focus on L2 students’ perception, the participants are mostly secondary school and university students. Different from existing feedback research which examined students’ perception of the focus, type, and specificity of WF, this article reports on a group of L2 community college students’ perception of interpersonal factors which potentially affect their response to teacher WF. Adopting a grounded theory methodology, thematic analysis of data collected from 93 open-ended questionnaires and two rounds of interviews indicated four prominent themes including two relational factors (students’ impression on teachers, student-teacher relationship) and two mediating factors (students’ trust in teachers’ professionalism, students’ responsibilities).

中文翻译：

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书面反馈的人际关系：社区大学生的观点

摘要尽管在过去的几十年中，高等教育对书面反馈（WF）进行了大量研究，但大多数研究都集中在书面纠正反馈上。另一方面，对学生对教师的认知度的WF研究很少。在那些关注中二学生感知的研究中，参与者主要是中学生和大学生。与现有的反馈研究不同，该反馈研究检查了学生对WF的重点，类型和特殊性的看法，本文报道了一组L2社区大学生对可能影响他们对WF的反应的人际因素的感知。采用扎根的理论方法，