Chinese EFL Students’ Perceptions and Self-reported Practice of Teachers’ Written Feedback in Writing Compositions
- 10.2991/978-2-38476-042-8_14How to use a DOI?
- Teachers’ written Feedback; English compositions; Process approach; Learners’ response
Teachers’ Written Feedback (WTF) is a term work that serves a range of roles and purposes in teaching writing compositions. In contrast, knowing about the students’ responses and perceptions of it is crucial to make it work. This paper navigates the 300 Chinese Non–major ESL students’ attitudinal, cognitive, and behavioral responses to TWF using a self–structured questionnaire in 5 Points–Likert items that the students notice, expect, and enact. The study reveals that though TWF to their writings lacks autonomy and creativity, mainly focus on the essential linguistic elements than the content, and very often neglect their genre to elaborate on personal views in providing evidence to opinions; still, 60% plus students are satisfied with the prevailed way of TWF that is effective for targeted exams and the texts. The study also reveals that the TWF has significantly affected students’ perception feedback and clarity; TWF commentaries slightly differ from students’ expectations and have no significant impact on about 20% of students, which needs improvement. This paper aims to bridge the gap between TWF practices and learners’ expectations in consideration of students’ attention, forming preferences, cognition processing, expectations, and, ultimately, behavioral responses.
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Cite this article
TY - CONF AU - Dharm Dev Bhatta AU - Yang Lian PY - 2023 DA - 2023/04/28 TI - Chinese EFL Students’ Perceptions and Self-reported Practice of Teachers’ Written Feedback in Writing Compositions BT - Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) PB - Atlantis Press SP - 153 EP - 166 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-042-8_14 DO - 10.2991/978-2-38476-042-8_14 ID - Bhatta2023 ER -