Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Faculty of Humanities | en_US |
| dc.contributor.advisor | Tay, Dennis (ENGL) | en_US |
| dc.creator | Xie, Dandan | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/13063 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | Investigation of written corrective feedback in a Chinese EFL context : teacher beliefs, practices, and student preferences | en_US |
| dcterms.abstract | This study investigates Written Corrective Feedback (WCF) within the context of Chinese English as a Foreign Language (EFL) education, focusing on the alignment between teacher beliefs and practices, and student preferences and perceptions. Amidst ongoing debates about the efficacy of WCF in second language acquisition, this research seeks to understand how WCF is perceived and implemented in a high-stakes educational environment influenced by Confucian hierarchical structures and a rigorous examination system. | en_US |
| dcterms.abstract | The research employs a mixed-methods approach, integrating questionnaires, interviews, and analysis of actual WCF instances to explore the perspectives of both teachers and students in a Chinese high school. The study is structured around five key research questions aimed at delineating preferences for WCF, examining actual WCF practices, assessing the congruence between teacher beliefs and their practices, evaluating the match between student preferences and teacher practices, and exploring the influence of individual student differences on preferences for WCF. | en_US |
| dcterms.abstract | Findings indicate a divergence between teacher practices, which favor focused and indirect feedback focusing predominantly on grammatical accuracy, and student preferences, which lean towards unfocused and direct feedback emphasizing both grammatical and content accuracy. The study highlights a significant influence of traditional educational values, such as respect for authority and exam-oriented learning, which shape these practices. Furthermore, despite the recognized importance of individual student differences in educational psychology, no significant correlations were found between these differences and preferences for WCF, challenging existing assumptions in the field. | en_US |
| dcterms.abstract | This research contributes to the literature by providing a nuanced understanding of WCF dynamics within a Chinese EFL context, marked by a complex interplay of cultural, educational, and psychological factors. It underscores the need for educators to consider both global educational influences and local instructional contexts in optimizing WCF strategies. The findings advocate for more tailored feedback approaches that align more closely with student needs and preferences, potentially enhancing the efficacy of language instruction and learning outcomes. | en_US |
| dcterms.extent | 1 volume (unpaged) : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2024 | en_US |
| dcterms.educationalLevel | DALS | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.LCSH | English language -- Written English -- Study and teaching | en_US |
| dcterms.LCSH | English language—Study and teaching—Chinese speakers | en_US |
| dcterms.LCSH | English language -- Errors of usage | en_US |
| dcterms.LCSH | Language and languages -- Study and teaching | en_US |
| dcterms.LCSH | Second language acquisition | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 7516.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.56 MB | Adobe PDF | View/Open |
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