This study investigated the interactive function of teacher-written feedback. To this end, 10 students from two English toward proficiency (ETP) classes in a private university in North Cyprus were asked to engage in a letter to my teacher (ALMT) activity during the feedback-revision process in the course of their study. Moreover, the think-aloud protocol and a semistructured interview were conducted with the same students and their classroom teachers. The results reveal that the teachers adjusted their feedback according to students’ requests in the ALMT, and the students expressed satisfaction with their teachers’ feedback. The results further indicate that the students viewed ALMT as their voice in the feedback process, which would lead to their writing improvement, and the teacher participants maintained that ALMT provided a constructive interaction with students and may have increased their self-confidence, motivation, and self-reflection skills.

中文翻译：

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给老师的一封信：交互式书面教师反馈

本研究调查了教师书面反馈的互动功能。为此，北塞浦路斯一所私立大学的两门英语水平 (ETP) 课程的 10 名学生被要求从事给我老师的一封信(ALMT) 在他们学习过程中的反馈修订过程中的活动。此外，大声思考协议和半结​​构化访谈是对相同的学生和他们的课堂老师进行的。结果表明，教师在ALMT中根据学生的要求调整了反馈，学生对教师的反馈表示满意。结果进一步表明，学生将 ALMT 视为他们在反馈过程中的声音，这将导致他们的写作提高，并且教师参与者认为 ALMT 提供了与学生的建设性互动，并可能增加了他们的自信心、动力和自我反省能力。