This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.

Abstract
1. INTRODUCTION
2. TOWARDS CONSIDERATIONS FOR RESPONDING TO STUDENT WRITING
3. THE STUDY
4. RESULTS
5. DISCUSSION AND CONCLUSIONS
REFERENCES

• Myung-Hye Huh(Korea University) Corresponding author
• Inhwan Lee(Korea University)
• Minkyung Kim(Korea University)