الخلاصة:
Though both teachers and students agree that teacher written feedback is both helpful and desirable
most research in L2 writing response reveals that teachers and students are respectively frustrated
and disappointed regarding teacher written feedback. This is due to an impoverished dialogue
where response is monologic, impersonal and a pure didactic discourse and where students are
mere empty recipients of teacher written feedback .Informed by Freire’ emancipatory education and
Critical Pedagogy and Mezirow’s Transformative Learning Theory, this study reflects the teacher cum-researcher’s an Exploratory practice journey of inquiry and reflection through dialoguing with
ten students about her written feedback practices whereby students were invited to challenge and
critique her feedback practices and the teacher to reflect on her practices
