Writing conferences are one-on-one feedback sessions that enable teachers and students to engage in constructive interactions to improve students’ writing. While interacting individually, a teacher can use various feedback strategies to improve the quality of a student’s writing. This study examined how a secondary English teacher elicited students’ self-correction of writing issues during EFL writing conferences conducted in Korean (L1) as part of an after-school English program at a Korean high school. One English teacher and five first-year students participated in writing classes for two weeks during the winter vacation. Their conversations were video-recorded and analyzed using Conversation Analysis. Findings revealed that the teacher elicited the student’s selfcorrection through four key strategies: (1) metalinguistic clues, (2) building on initial corrections, (3) leveraging morphological knowledge, and (4) guiding students through a stepwise construction of sentence elements. This study can enhance our understanding of corrective feedback in secondary EFL writing conferences and offer insights for improving teacher-student feedback interactions.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Teacher’s Elicitation in Feedback Interaction
    2.2. Student’s Self-Correction in Feedback Interaction
3. METHOD
    3.1. Participants
    3.2. Writing Instruction
    3.3. Data
4. ANALYSIS
    4.1. Elicitation of Self-Correction Through Metalinguistic Clues
    4.2. Elicitation of the Second-Item Self-Correction Following Completion ofthe First-Item Correction
    4.3. Elicitation of Self-Correction Through Morphological Knowledge
    4.4. Elicitation of Self-Correction Through the Stepwise Construction ofSentence Components
5. CONCLUSION
REFERENCES
APPENDIX A
APPENDIX B

• Sun-Young Oh(Professor, Department of English Language Education & Learning Sciences Research Institute, College of Education, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul 08826, Korea) Corresponding author
• Seungmoo Jung(Graduate Student, Department of English Language Education, College of Education, Seoul National University)