Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China

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 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.