Kim, Gina & Jin, Song-Hwa. (2015). Teaching English Essay Writing to Gifted Elementary Students Focusing on Effective Corrective Feedback: A Case Study.The Linguistic Association of Korea Journal 23(3), 153-171. The purpose of this case study was to find out the perceptions of gifted elementary students on English essay writing and corrective feedback and to search for its effects in an EFL setting. After looking at 20 students essays and the feedback from their native English professor, it was found that some students respond to indirect feedback more than others. The results of the survey and analysis of students essay correction data showed that students who are more motivated to improve their English writing actually invested more time when writing their essays fully responding to both direct and indirect feedback. The findings indicated that motivated students gain more from the writing-feedback-rewrite process. Also, it is suggested when teaching English essay writing to gifted elementary students, teachers should be asked to give more indirect feedback than direct feedback.
