Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China
Liu, X
Date: 21 February 2024
Article
Journal
Teaching and Teacher Education
Publisher
Elsevier
Publisher DOI
Abstract
This study explored how two novice transborder teachers in mainland China's public secondary schools developed their written corrective feedback (WCF) beliefs and applied them in practice. Utilising WCF samples, interviews, teachers' voice memos, and documents, it was found that teachers' prior learning experiences with WCF and contextual ...
This study explored how two novice transborder teachers in mainland China's public secondary schools developed their written corrective feedback (WCF) beliefs and applied them in practice. Utilising WCF samples, interviews, teachers' voice memos, and documents, it was found that teachers' prior learning experiences with WCF and contextual factors significantly influenced their WCF beliefs. Notable belief-practice inconsistencies were observed in the provision of direct or indirect WCF, highlighting the adjustments these teachers made in response to contextual factors. The study offers insights for enhancing second language (L2) writing pedagogy training in language teacher education.
School of Education
Faculty of Humanities, Arts and Social Sciences
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Except where otherwise noted, this item's licence is described as © 2024 The Author. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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