| Author: | Xie, Dandan |
| Title: | Investigation of written corrective feedback in a Chinese EFL context : teacher beliefs, practices, and student preferences |
| Advisors: | Tay, Dennis (ENGL) |
| Degree: | DALS |
| Year: | 2024 |
| Subject: | English language -- Written English -- Study and teaching English language—Study and teaching—Chinese speakers English language -- Errors of usage Language and languages -- Study and teaching Second language acquisition Hong Kong Polytechnic University -- Dissertations |
| Department: | Faculty of Humanities |
| Pages: | 1 volume (unpaged) : color illustrations |
| Language: | English |
| 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. 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. 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. 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. |
| Rights: | All rights reserved |
| Access: | restricted access |
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 |
Copyright Undertaking
As a bona fide Library user, I declare that:
- I will abide by the rules and legal ordinances governing copyright regarding the use of the Database.
- I will use the Database for the purpose of my research or private study only and not for circulation or further reproduction or any other purpose.
- I agree to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.
By downloading any item(s) listed above, you acknowledge that you have read and understood the copyright undertaking as stated above, and agree to be bound by all of its terms.
Please use this identifier to cite or link to this item:
https://theses.lib.polyu.edu.hk/handle/200/13063