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Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective
| Content Provider | SAGE Publishing |
|---|---|
| Author | Wei, Wei Yiqian (Katherine) Cao |
| Copyright Year | 2020 |
| Abstract | Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed. |
| Related Links | https://journals.sagepub.com/doi/pdf/10.1177/2158244020934886?download=true |
| ISSN | 21582440 |
| Issue Number | 3 |
| Volume Number | 10 |
| Journal | SAGE Open (SGO) |
| e-ISSN | 21582440 |
| DOI | 10.1177/2158244020934886 |
| Language | English |
| Publisher | Sage Publications CA |
| Publisher Date | 2020-07-09 |
| Publisher Place | Los Angeles |
| Access Restriction | Open |
| Rights Holder | © The Author(s) 2020 |
| Subject Keyword | teacher belief teacher cognition English academic writing written corrective feedback |
| Content Type | Text |
| Resource Type | Article |
| Subject | Arts and Humanities Social Sciences |
