Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs.

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Title

Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs.

Content partner

The University of Auckland Library

Collection

ResearchSpace@Auckland

Description

Although the efficacy of teacher written feedback has been widely investigated, relatively few studies have been conducted from feedback practitioners' perspectives to investigate teachers' beliefs regarding it, particularly compare beliefs held by teachers with different sociocultural and linguistic backgrounds. Consequently, much remains to be known about teachers' conceptions about written feedback, who has different first languages (L1). To bridge such a gap, we conducted this qualitative...

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Format

Research paper

Research format

Journal article

Date created

2022-01

Creator

Cheng, Xiaolong / Zhang, Lawrence Jun

URL

https://hdl.handle.net/2292/60832

Related subjects

EFL writing / native English-speaking teachers / non-native English-speaking teachers / teachers' beliefs / written feedback / Social Sciences / Psychology, Multidisciplinary / Psychology / CORRECTIVE FEEDBACK / CHINESE / 2ND-LANGUAGE / PERCEPTIONS / KNOWLEDGE / ACCURACY / 1701 Psychology / 1702 Cognitive Sciences

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