In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been requi...In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.展开更多
文摘In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.
