Writing Teachers' Beliefs and Practices in Written Corrective Feedback: A Multiple Case Study

10.6294/EaGLE.2016.0201.04

Hui-Tzu Min

EFL writing teachers' beliefs ； error correction ； written corrective feedback ； genre instruction ； ESP writing

English as a Global Language Education (EaGLE) Journal

2卷1期（2016 / 07 / 01）

87 - 121

英文

This study examined two writing teachers' beliefs, perceived and actual practices related to written corrective feedback (WCF) in two English for Specific Purposes (ESP) writing classes in Taiwan. The researcher observed the in-class instruction of both writing teachers, employed interviews and questionnaires to explore factors influencing their WCF beliefs and perceptions, and checked their perceptions against their practices regarding WCF focus and approach through textual analyses. The results show that the writing instruction, the specific writing task, students' English proficiency levels, and the teachers' perceptions of their roles interacted to shape and reinforce both teachers' beliefs about WCF. Both teachers considered providing WCF to students their moral responsibility as an EFL and ESP teacher. The specific writing tasks requiring language precision also reinforced their beliefs about WCF. Their practices, in general, matched their beliefs and perceptions. The researcher suggests that more studies of writing teacher's beliefs about WCF be situated in an actual classroom context where writing instruction, tasks, and student proficiency levels interact to shape writing instructors' realistic beliefs about WCF. The researcher also suggests an alternative instructional perspective on assisting writing instructors in selecting the focus of their WCF in addition to the existing linguistic (i.e., rule-governed errors) and individual considerations.

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