This study investigates the preferences and justifications of teachers and students on written corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on prior similar studies conducted with smaller data sets in different contexts. Quantitative and qualitative questionnaire data were collected from 262 intermediate students and 21 teachers in order to test two hypotheses: (1) teachers' and students' WCF preferences would differ significantly, and (2) their justifications for their preferences would differ significantly. The hypotheses were confirmed: teachers rated indirect feedback with metalinguistic comment as being most useful while students most preferred direct feedback with metalinguistic comment. This trend extended to all types of direct feedback being preferred by students while teachers preferred all types of indirect feedback. The most common explanation for the teachers' preferences was the development of metacognitive skills, while accuracy was the greatest concern for students. The pedagogical implications of the results regarding expectations, student agency, and self-efficacy are discussed.

SynopsisThe electrochemical synthesis of poly[(2,2'-dithienyl)-5,5'-diylvinylene tetrafluoroborate] (PDTE/ BF,) has been accomplished and provides coppery-black free-standing films with a room-temperature four-probe conductivity as high as 15 ( a cm)-'. The conductivity and morphology of the f i l m s were found to be strongly dependent on synthetic conditions. The oxidized form of PDTE is not air stable, as evidenced by a rapid, three order of magnitude drop in the conductivity. Optoelectrochemical experiments demonstrate that bipolarons are the main charge-carrying species in conductive PDTE and allow their evolution to be followed as a function of oxidation. polythiophene climbs 10 orders of magnitude to 100 (!J cm) -' upon oxidation or p-type doping.2 Electrochemical polymerization has been found to be an excellent method for preparing a number of conductive polyheterocycles. It is generally accepted that the electropolymerization of heterocycles, such as pyrrole and thiophene, occurs by the initial oxidation of monomer to form a radical cation, followed by coupling a t the a, a' positions and proton elimination to form the neutral dimer.3,4 Oxidation of the dimer reactivates the species to polymerization, and chains form via a step growth type mechanism to yield completely conjugated polymer chains. Defects can occur in these chains during polymerization, such

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