Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022)

<Previous Article In Volume
Next Article In Volume>

Chinese EFL Students’ Perceptions and Self-reported Practice of Teachers’ Written Feedback in Writing Compositions

Authors
Dharm Dev Bhatta1, *, Yang Lian2
1College of International Education, Guilin University of Aerospace Technology, Guilin, 541004, China
2School of Computer Science and Engineering, Guilin University of Aerospace Technology, Guilin, 541004, China
*Corresponding author. Email: 2784136286@qq.com
Corresponding Author
Dharm Dev Bhatta
Available Online 28 April 2023.
DOI
10.2991/978-2-38476-042-8_14How to use a DOI?
Keywords
Teachers’ written Feedback; English compositions; Process approach; Learners’ response
Abstract

Teachers’ Written Feedback (WTF) is a term work that serves a range of roles and purposes in teaching writing compositions. In contrast, knowing about the students’ responses and perceptions of it is crucial to make it work. This paper navigates the 300 Chinese Non–major ESL students’ attitudinal, cognitive, and behavioral responses to TWF using a self–structured questionnaire in 5 Points–Likert items that the students notice, expect, and enact. The study reveals that though TWF to their writings lacks autonomy and creativity, mainly focus on the essential linguistic elements than the content, and very often neglect their genre to elaborate on personal views in providing evidence to opinions; still, 60% plus students are satisfied with the prevailed way of TWF that is effective for targeted exams and the texts. The study also reveals that the TWF has significantly affected students’ perception feedback and clarity; TWF commentaries slightly differ from students’ expectations and have no significant impact on about 20% of students, which needs improvement. This paper aims to bridge the gap between TWF practices and learners’ expectations in consideration of students’ attention, forming preferences, cognition processing, expectations, and, ultimately, behavioral responses.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
28 April 2023
ISBN
978-2-38476-042-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-042-8_14How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Dharm Dev Bhatta
AU  - Yang Lian
PY  - 2023
DA  - 2023/04/28
TI  - Chinese EFL Students’ Perceptions and Self-reported Practice of Teachers’ Written Feedback in Writing Compositions
BT  - Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022)
PB  - Atlantis Press
SP  - 153
EP  - 166
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-042-8_14
DO  - 10.2991/978-2-38476-042-8_14
ID  - Bhatta2023
ER  -