Insights From Verbal Protocols: A Case Study

This study explores a postgraduate student writer’s responses and reactions through verbal protocols as she attends to teacher feedback. Teacher feedback has been heralded as an important element in process writing. Numerous studies have been carried out on various aspects of teacher feedback such as on the effectiveness of feedback, students’ preferences for teacher feedback and students’ perceptions of feedback. However, there is still a gap in the literature in determining how students respond as they engage with teacher feedback. This paper reports on one postgraduate student’s responses on and her reactions to teacher feedback. Concurrent verbal protocols used in complement with written drafts and teacher commentaries were the main sources of data for this study. The analyses reveal that attending to feedback is a recursive process that fosters self-reflection which, in turn promotes planning for revision