Cheng Xiaolong, Zhang Lawrence Jun
School of Foreign Languages, Hubei University of Technology, Wuhan, China.
Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand.
Front Psychol. 2022 Mar 9;13:804313. doi: 10.3389/fpsyg.2022.804313. eCollection 2022.
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 study to examine the similarities and differences between native English-speaking (NES) and non-native English-speaking (NNES) teachers' beliefs in Chinese University EFL settings. We analyzed the in-depth interviews with eight teachers through thematic analysis. The findings showed that NES and NNES teachers espoused a range of beliefs in relation to the five themes of written feedback: Purpose, scope, focus, strategy, and orientation. While they shared similar beliefs with regard to feedback focus, their beliefs differed in terms of feedback scope. Important implications are discussed for educational practices.
尽管教师书面反馈的效果已得到广泛研究，但从反馈实践者的角度进行的研究相对较少，以调查教师对其的看法，特别是比较不同社会文化和语言背景的教师所持的看法。因此，对于以不同母语（L1）的教师对书面反馈的观念，仍有许多有待了解之处。为了弥补这一差距，我们进行了这项定性研究，以考察中国大学英语作为外语（EFL）环境中以英语为母语（NES）和非英语为母语（NNES）的教师信念之间的异同。我们通过主题分析对八位教师的深度访谈进行了分析。研究结果表明，NES和NNES教师在书面反馈的五个主题方面持有一系列信念：目的、范围、重点、策略和方向。虽然他们在反馈重点方面持有相似的信念，但在反馈范围方面的信念却有所不同。文中还讨论了对教育实践的重要启示。
