This exploratory practice research is a collaborative effort by five university ESL instructors to investigate how students in their program's advanced writing course view, respond to, and make meaning of the feedback they receive. Through semistructured interviews with focus groups, this research aims to provide students with a forum to express their perceptions, opinions, and insights. The teacher-researchers found that participants' relationship with feedback consisted of a set of interactions with the comments and text on the writing assignment itself, with classmates during peer review, and with the instructor during personal communication. Through examining these interactions, the teacher-researchers found that student views of feedback were often driven by an emotional response that was heavily influenced by grades and the teacher's written comments. Students had mixed, and often negative, reactions to receiving feedback from peers, but they spoke positively of their one-on-one interactions with their instructors. In response to their findings, the teacher-researchers reflect on their own practice and pose questions to the field at large. They conclude by urging other teachers and administrators to create more space for students to voice their views and insights.

This study investigates the written feedback the author gave during her first year as a university English as a second language writing instructor. The article investigates the form (questions, commands, comments) and the themes (organization, content, grammar) of feedback, the use of mitigation, and the treatment of grammar errors. It shows how practitioner research can increase one's confidenee, provide an accurate understanding of one's own work, and mare fully establish one's practice in theory, ra ther than teaching lore.My experience teaching English as a second language (ESL) at the university level began when I was hired as a teaching assistant during the start of my MA study in applied linguistics. Despite having a BA in English, a certificate in teaching English to speakers of other languages (TESOL), and 2 years' experience teaching middle school English as a foreign language, I became aware that I was not very prepared to teach university-level ESL reading and writing. My written feedback practice was especially undeveloped, relying on a few pithy ideas such as "don't appropriate student writing" and "avoid red pen." I read the debates, discussions, and suggestions of noted scholars in an effort to fill the gap in my professional education. However, I realized that I did not know much about my own feedback practice. It became clear that unless I 492

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