An Investigation into Libyan Students’ Reactions to Teacher Feedback on Their Essays

Abstract

This study explores Libyan students’ responses to teacher feedback on their academic writing. The participants, enrolled in a Pre-sessional English for Academic Purposes (EAP) course at Nottingham Trent University, were invited to share their perspectives on the nature and usefulness of teacher feedback, their preferences regarding feedback types, the challenges they encountered, and the strategies they used to benefit from it. Data collection included semi-structured interviews with ten Libyan students and an analysis of first and second drafts of their essays. The findings revealed that students generally valued teacher feedback and appreciated its role in improving their writing. However, their preferences and reactions to feedback varied. The participants also reported experiencing several difficulties in interpreting and applying the feedback they received.