This study compares native English teachers (NETs) and non-native English teachers (NNETs) in their perceptions of errors as well as their actual feedback. Studies comparing NETs and NNETs have focused on actual feedback practice (Green & Hecht, 1985; T. Kobayashi, 1992), with very few studies relating this feedback to their actual perceptions of error correction (Hyland & Anan, 2006; Kim, 2007). In order to better understand this phenomenon, 26 NETs and 24 NNETs completed a questionnaire and provided feedback on a sample academic essay. The results reveal that while both groups showed differing degrees of perceptions, they did not significantly differ from each other in actual feedback, except that NETs preferred coded feedback than NNETs by explaining errors. This study implies that NNETs are as reliable as NETs in correcting errors, but that they differ in how they give feedback.

If the purpose of an assessment is diagnosing examinees’ knowledge states to improve their learning, more fine-grained information than the overall level of their ability is necessary. Recent advances in diagnostic assessment triggered the development of cognitive diagnosis models (CDMs), such as the deterministic inputs, noisy “And” gate (DINA) model. Although CDMs for language assessments have been applied to reading or listening test data, a CDM may produce more practical results if the construct to measure has specific and well-defined skill attributes as in a grammar assessment. For this study, a grammar test consisting of 40 multiple-choice items was administered to 3,000 Korean learners of English as a foreign language. From the test items, a Q-matrix, which is an essential tool for CDMs, was constructed based on six grammar skills. As a result, skill profiles were obtained for all examinees. This diagnostic information can be used for tailored instruction. Issues with regard to applications of CDMs to language assessments are also discussed.

Using a sociocultural approach, this study investigates how Korean learners of English internalize feedback and how this internalization affects their actual revision. To date, studies on learner response to feedback has used a cognitive approach in which learners are asked about their perceptions of teacher feedback. By adopting the idea of internalization from sociocultural theory, this study complexities analysis by comparing the extent to which two EFL students, Jeong-soo and Jee-min, internalize feedback by conducting in-depth interviews, collecting the written and oral feedback they received on their texts, and collecting the writing assignments they wrote. Analysis reveals that these two students are at different levels of internalization and that this difference is represented in their revisions. This developmental view of learners’ understanding of feedback provides a new perspective on learner response to feedback and implies that writing instructors should not only provide feedback but also facilitate learners’ understanding of feedback so that they can grow into self-regulated learners.