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This small-scale qualitative study investigates English Education Master students’ perceptions through 10 online Likert-scale questionnaire items and 5 open-ended narrative inquiry questions. Data were analyzed using qualitative content analysis with 18 participants and 3 written-interview respondents, yielding two main themes and concluding remarks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-education-master-students-perceptions-on-teacher-written-corrective-feedback-in-academic-writing/589246/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-education-master-students-perceptions-on-teacher-written-corrective-feedback-in-academic-writing/589246.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teacher written corrective feedback?","Question",{"text":112,"@type":113},"It examines English Education Master students’ perceptions of how teacher-written corrective feedback influences academic writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study used 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions, analyzed through qualitative content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from the data analysis?",{"text":121,"@type":113},"Two major themes emerged: accurate utilization of teacher-written corrective feedback and the beneficial values of constructive teacher-written corrective feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589246,1792191393,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","English Education Master Students’ Perceptions on Teacher Written Corrective Feedback in Academic Writing  \nKristian Florensio Wijaya  \n[kristianwijaya500@gmail.com](kristianwijaya500@gmail.com)  \nCita Hati International School, Indonesia  \nDOI: 10.35974/acuity.v8i2.2788  \nAbstract  \nIn modern L2 academic writing enterprises, teacher-written corrective feedback can be either facilitating or debilitating depending on language teachers’ understanding, actual practices, and specific-classroom situations. Through this present small-scale qualitative investigation, the researcher attempted to exhaustively investigate English Education Master Students’perceptions on teacher written corrective feedback in academic writing. Methodologically speaking, this current study was supported by the presence of 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions. Thus, qualitative content analysis was integrated into this study to obtain more authentic data from the targeted research participants. 18 English Education Master Students, batch 2020, Sanata Dharma University were voluntarily invited to complete 10 online Likert-scale questionnaire items. Meanwhile, 3 randomly-selected interviewees from a similar research sampling were asked to accomplish 5 open-ended written narrative inquiry questions. Two major themes came to the fore after the full accomplishment of data analysis processes namely: (1) An accurate utilization of teacher written corrective feedback and (2) The beneficial values of constructive teacher written corrective feedback. Some specific concluding remarks and further recommendations were also portrayed in this study.  \nKeywords: Teacher written corrective feedback, academic writing, graduate students, qualitative content analysis  \nINTRODUCTION  \nWriting is one of the pivotal competencies that should be fully mastered by modern university EFL learners nowadays. In various discipline-specific fields, the ability to write properly can allow university EFL learners to expound their thoughts accurately, elevate their productive language skills, and jointly disseminate valuable insights to others. Saragih et al.,(2021) avow that decent L2 writing competencies will potentially transform globalized university EFL learners into critical thinkers, fluent written target language communicators, and independent knowledge constructors. Contrary to all the aforementioned means, a considerable number of university EFL learners easily lost their higher-level of motivation and confidence while generating their ideas by utilizing the target language due to the complexities forming in writing processes. This belief is closely interlinked with the theory of L2 writing adversity propounded by Zumbrunn et al., (2016) averring that L2 writing enterprises frequently induce anxiety-provoking situations for diverse university EFL learners resulting in the thorough abandonment of existing writing dynamics. These above-explicated hurdles are concurrently intertwined with graduate university EFL learners’ academic writing  \nenterprises as well. Since graduate university EFL learners are commissioned to produce high-quality academic writing products to be published in designated national and international journal articles, they oftentimes undergo a higher level of perturbation to go through this hardship. This indispensable requirement is parallel with the contention adduced by Li and Faulhaber (2019) stating that it is easier to discover a vast majority of graduate university EFL learners departing from academic writing enterprises concerning continual stress along with psychological pressure. All these ordeals have become more taxing for graduate university EFL learners in which they are demanded to transfigure into more planful decision-makers, adept idea-creators, and knowledgeable academicians before plunging into real-time academic writing activities. These above-mentioned perspectives are mutually inter","cbCaiikWqD9n70uB","https://ap.wps.com/l/cbCaiikWqD9n70uB","pdf",280098,13,"English","# Abstract\n# Introduction\n## Role of writing skills in university EFL learning\n## L2 writing adversity and graduate academic pressure\n## Teacher-written corrective feedback as support","[{\"question\":\"What does the study examine about teacher written corrective feedback?\",\"answer\":\"It examines English Education Master students’ perceptions of how teacher-written corrective feedback influences academic writing.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions, analyzed through qualitative content analysis.\"},{\"question\":\"What themes emerged from the data analysis?\",\"answer\":\"Two major themes emerged: accurate utilization of teacher-written corrective feedback and the beneficial values of constructive teacher-written corrective feedback.\"}]","English Education Master Students’ Perceptions on Teacher Written Corrective Feedback in Academic Writing | PDF",1792066826,33]