Giving written feedback to students&rsquo / essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo / writing. In contrast, there have been very few studies on the teacher and students&rsquo / perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo / expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo / perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student&rsquo / s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students&rsquo / expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students&rsquo / gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students&rsquo / writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.

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Given the international status and importance of English, English language study has attracted millions of Chinese learners. Apart from those who study abroad, more and more Chinese students are motivated to study in English-medium Transnational Higher Education (THE) programmes inside China. English is a diversifying and fragmenting language that has various functions and can be used for different purposes. Whilst, according to many scholars, English has broken free from the ownership of ‘native English’ speakers, Chinese learners of English are still worried about conforming to ‘native-speaker models’ of English and so falling victim to an English linguistic imperialism project, driven by English-medium THE programmes. Accordingly, this research sets out to investigate, the extent to which Chinese learners, in a UK affiliated THE programme in China, feel the need to orientate to or identify with ‘native English’ and its speakers, and run the risk of becoming victims of English linguistic imperialism. Results from a combination of methods: questionnaires, focus group discussions and interviews, show that students’ orientations towards and identification with English and its speakers are diverse, complex and multi-dimensional, and have gone beyond affiliation with ‘native English’ speakers. Studying in English-medium THE programmes does not necessarily lead to English linguistic imperialism, but is a process of interaction where learners may consciously mediate ‘native English’ norms and express individual, local, national or international identities, literally taking advantage of the programmes’ material benefits and deliberately learning the language for international communication. This research suggests that learners in THE programmes are conscious of the overall context individually, nationally and internationally and feel free to orientate to English in ways that are suitable for their own purposes and which represent their preferred identity.