Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice
•This study investigates the (mis)alignment between teachers’ beliefs of WCF practice and their actual WCF practice.•The results indicate a degree of alignment between teachers’ beliefs and practice but only in certain instances.•Most teachers mistakenly believed they primarily provide direct feedba...
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| Published in | Journal of second language writing Vol. 45; pp. 46 - 60 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Inc
01.09.2019
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1060-3743 1873-1422 |
| DOI | 10.1016/j.jslw.2019.05.004 |
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| Abstract | •This study investigates the (mis)alignment between teachers’ beliefs of WCF practice and their actual WCF practice.•The results indicate a degree of alignment between teachers’ beliefs and practice but only in certain instances.•Most teachers mistakenly believed they primarily provide direct feedback while providing more indirect feedback in practice.•WCF was more frequent for local than global issues, despite teachers believing they offered more WCF on global issues.•Time constraints, excess workload and perceptions of students’ attitude to WCF appear responsible for the misalignment.
Written corrective feedback (WCF) refers to the feedback provided by writing teachers on students’ writing. While much attention has been given to the (in)effectiveness of WCF on writing accuracy or skills in L2 writing research, there has been relatively less research on whether teachers’ beliefs regarding WCF are aligned with their actual correction practices. This study investigates the (mis)alignment between teachers’ beliefs of their WCF practice and their actual practice, using questionnaire and interview data from five English writing teachers in a Chinese EFL context who provided WCF on 100 student essays. The results indicate a degree of alignment between teachers’ beliefs and practice in certain instances. However, three key areas of misalignment between beliefs and WCF practice were found, namely (1) most teachers mistakenly believed they primarily provide direct feedback while providing more indirect feedback in practice; (2) the teachers believed they often indicated the total number of errors in the margin, despite never doing so in practice, and; (3) WCF on local issues received more attention than global issues, despite teachers believing they offered more feedback on global issues. Contextual issues including time constraints, excess workload and perceptions of students’ attitude to WCF were found to result in the eventual misalignment between beliefs and WCF practice. To resolve this issue, it is recommended that students and teachers cooperate to achieve the ultimate goals of written feedback, while in-service teachers should undertake periodic explicit professional training on WCF provision. |
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| AbstractList | •This study investigates the (mis)alignment between teachers’ beliefs of WCF practice and their actual WCF practice.•The results indicate a degree of alignment between teachers’ beliefs and practice but only in certain instances.•Most teachers mistakenly believed they primarily provide direct feedback while providing more indirect feedback in practice.•WCF was more frequent for local than global issues, despite teachers believing they offered more WCF on global issues.•Time constraints, excess workload and perceptions of students’ attitude to WCF appear responsible for the misalignment.
Written corrective feedback (WCF) refers to the feedback provided by writing teachers on students’ writing. While much attention has been given to the (in)effectiveness of WCF on writing accuracy or skills in L2 writing research, there has been relatively less research on whether teachers’ beliefs regarding WCF are aligned with their actual correction practices. This study investigates the (mis)alignment between teachers’ beliefs of their WCF practice and their actual practice, using questionnaire and interview data from five English writing teachers in a Chinese EFL context who provided WCF on 100 student essays. The results indicate a degree of alignment between teachers’ beliefs and practice in certain instances. However, three key areas of misalignment between beliefs and WCF practice were found, namely (1) most teachers mistakenly believed they primarily provide direct feedback while providing more indirect feedback in practice; (2) the teachers believed they often indicated the total number of errors in the margin, despite never doing so in practice, and; (3) WCF on local issues received more attention than global issues, despite teachers believing they offered more feedback on global issues. Contextual issues including time constraints, excess workload and perceptions of students’ attitude to WCF were found to result in the eventual misalignment between beliefs and WCF practice. To resolve this issue, it is recommended that students and teachers cooperate to achieve the ultimate goals of written feedback, while in-service teachers should undertake periodic explicit professional training on WCF provision. |
| Author | Mao, Shiman Shae Crosthwaite, Peter |
| Author_xml | – sequence: 1 givenname: Shiman Shae surname: Mao fullname: Mao, Shiman Shae email: shiman.mao@uq.net.au organization: School of Languages and Cultures, University of Queensland, Australia – sequence: 2 givenname: Peter surname: Crosthwaite fullname: Crosthwaite, Peter email: p.cros@uq.edu.au organization: School of Languages and Cultures, University of Queensland, Room 510 Gordon Greenwood Building, St. Lucia, QLD, 4072, Australia |
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| Keywords | Teacher cognition Chinese EFL teachers Error correction Teacher beliefs Written corrective feedback |
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