Analysis of Elementary Students’ Revision Characteristics Based on Teacher Feedback Types : Focusing on Writing Outcomes and Difficulties of Feedback Uptake

This study investigated how elementary students’ revision characteristics varied depending on the type of teacher feedback. To address this, sixth-grade students were provided with either thinking-promoting or corrective feedback, and their revised argumentative texts were analyzed in terms of overall writing quality, feedback uptake patterns, and difficulties encountered during the revision process. The results revealed that students who received thinking-promoting feedback showed significantly greater improvement in overall writing quality as well as in content and expression domains compared to those who received corrective feedback. They also demonstrated more active and engaged revision behaviors. However, no notable differences were found between the two groups in the organization domain. While students did not report substantial difficulties in reflecting teacher feedback overall, they continued to face challenges in making higher-order revisions, particularly in text organization. These findings highlight the importance of designing teacher feedback tailored to students’ developmental levels and suggest the need for stepwise instructional support to foster meaningful writing development.