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Exploring Teacher Written Feedback in EFL Writing Classrooms: Beliefs and Practices in Interaction

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Title: Exploring Teacher Written Feedback in EFL Writing Classrooms: Beliefs and Practices in Interaction
Language: English
Authors: Xiaolong Cheng (ORCID 0000-0002-6145-8918), Lawrence Jun Zhang (ORCID 0000-0003-1025-1746), Qiaozhen Yan
Source: Language Teaching Research. 2025 29(1):385-415.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Postsecondary Education
Higher Education
Descriptors: English (Second Language), Second Language Instruction, Feedback (Response), Teacher Response, Written Language, Writing Instruction, Teaching Methods, Writing Teachers, Beginning Teachers, Teacher Attitudes, Student Writing Models, Asians, Foreign Countries, College Faculty, Universities, Language Proficiency, High Stakes Tests, Student Attitudes, College Students, Writing Achievement, Mandarin Chinese, Beliefs
Geographic Terms: China
DOI: 10.1177/13621688211057665
ISSN: 1362-1688
1477-0954
Abstract: As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers' espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students' writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers' beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455636
Database: ERIC
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  Data: Exploring Teacher Written Feedback in EFL Writing Classrooms: Beliefs and Practices in Interaction
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  Data: <searchLink fieldCode="AR" term="%22Xiaolong+Cheng%22">Xiaolong Cheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6145-8918">0000-0002-6145-8918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lawrence+Jun+Zhang%22">Lawrence Jun Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1025-1746">0000-0003-1025-1746</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qiaozhen+Yan%22">Qiaozhen Yan</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 31
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers' espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students' writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers' beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.
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        Value: 10.1177/13621688211057665
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        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Feedback (Response)
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