Written Supervisory Feedback Strategies on Bachelor’s Theses: Chinese EFL Supervisors’ Beliefs and Practices
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Published:
Oct 1, 2020
Keywords:
English majors Bachelor’s thesis Written feedback strategies Beliefs and practices
Main Article Content
Abstract
This study investigated the beliefs and practices of Chinese EFL supervisors regarding their written supervisory feedback strategies for undergraduate English majors’ bachelor’s thesis drafts at a Chinese public university. Qualitative data obtained from semi-structured interviews with six EFL supervisors and the text analysis results of the written feedback strategies used in six sets of first, second and third bachelors’ thesis drafts showed matches between the supervisors’ stated and actual written feedback strategies both in general and in different draft stages. In general, the supervisors believed in using an indirect strategy, and they provided written feedback indirectly in practice. For different draft stages, the supervisors believed in prioritizing indirect strategy in initial drafts and direct strategy in later drafts. In practice, they provided written feedback more indirectly for the first and second drafts, but they did so more directly for the third draft. These findings contrast with the literature and point towards some pedagogical recommendations.
Article Details
How to Cite
Lei, Z., & Pramoolsook, I. (2020). Written Supervisory Feedback Strategies on Bachelor’s Theses: Chinese EFL Supervisors’ Beliefs and Practices. REFLections, 27(2), 162–188. https://doi.org/10.61508/refl.v27i2.247274
Section
Research articles
References
Alkhatib, N. (2015). Written corrective feedback at a Saudi university: English language teachers’ beliefs, students’ preferences, and teachers’ practices. (Unpublished doctoral Dissertation). University of Essex, UK.
Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.
Arifin, Z. (2020). An Analy sis of written feedback from teachers on the writing of s tudents’ composition. Language-Edu, 9(1), 1-10.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
Ashwin, P., Abbas, A., & McLean, M. (2017). How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge? Assessment & Evaluation in Higher Education, 42(4), 517-530.
Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118.
Bitchener, J. (2018). A guide to supervising non-native English writers of theses and dissertations. New York & London: Routledge.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207-217.
Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2), 79-97.
Bitchener, J., Basturkmen, H., East, M., & Meyer, H. (2011). Best Practices in Supervisor Feedback to thesis Students. Retrieved from https://ako.ac.nz>knowledgecentre>be
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56–66.
Casanave, C., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11, 33–49.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296.
Chen, W. L. (2018). The effects of corrective feedback strategies on English majors’ writing. English Language Teaching, 11(11), 55-64.
Cohen, A. (1989). Reformulation: A technique for providing advanced feedback in writing. Guidelines, 11(2), 1-9.
Cohen, A. D., & Upton, T. A. (2007). I want to go back to the text: Response strategies on the reading subtest of the new TOEFL. Language Testing, 24(2), 209-250.
Cook, M. C. (1980). The role of the academic supervisor for undergraduate dissertations in science and sciencerelated subjects. Studies in Higher Education, 5(2), 173-185.
Cooley, L., & Lewcowicz, J. (1995). The writing needs of graduates at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121-123.
de Kleijn, R. A., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education, 38(8), 1012-1026.
de Kleijn, R. A., Meijer, P. C., Pilot, A., & Brekelmans, M. (2014). The relation between feedback perceptions and the supervisor–student relationship in master’s thesis projects. Teaching in Higher Education, 19(4), 336-349.
Diab, R. L. (2005). EFL university students’ preferences for error correction and teacher feedback on writing. TESL Reporter, 38(1), 27-51.
Dong, Y. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self reports by students and their advisers from two US institutions. English for Specific Purposes, 17, 369–390.
Duff, P. A. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.
Dysthe, O. (2002). Professors as mediators of academic text cultures: An interview study with advisors and master’s degree students in three disciplines in a Norwegian university. Written Communication, 19(4), 493-544.
East, M., Bitchener, J., & Basturkmen, H. (2012). What constitutes effective feedback on postgraduate students’ writing? The students’ perspective. Journal of University Teaching & Learning Practice, 9(2), 1-16.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353-371.
Ene, E., & Upton, T. A. (2014). Learner uptake of teacher electronic feedback in ESL composition. System, 46, 80-95.
Evans, N. W., Hartshorn, K. J., & Tuioti, E. A. (2010). Written corrective feedback: the practitioners’ perspective. International Journal of English Studies, 10(2), 47-77.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.
Fathman, A. K., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge, UK: Cambridge University Press.
Ferris, D. (2002). Treatment of error in second language writing classes. Ann Arbor, MI: University of Michigan Press.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Ferris, D. (2006). Does error feedback help student writers? New evidence on short- and long-term effects of written error correction. In K. Hyland and F. Hyland (Eds.). Feedback in Second Language Writing: Contexts and Issues. Cambridge, UK: Cambridge University Press.
Ferris, D. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446-459.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Ferris, D., Brown, J., Liu, H. S., & Stine, M. E. A. (2011). Responding to L2 Students in College Writing Classes: Teacher Perspectives. TESOL Quarterly, 45(2), 207-234.
Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
Gorman, M., & Ellis, R. (2019). The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical accuracy in new writing. Language Teaching for Young Learners, 1(1), 57-81.
Hamouda, A. (2011). A study of students and teachers’ preferences and attitudes towards correction of classroom written errors in Saudi EFL context. English Language Teaching, 4(3), 128-141.
Han, Y. (2014). An analysis of current graduation thesis writing by English majors in independent institute. English Language Teaching, 7(1), 120-127.
Heath, T. (2002). A quantitative analysis of PhD students’ views of supervision. Higher Education Research & Development, 21(1), 41-53.
Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(2), 141-163.
Hyatt, D. F. (2005). Yes, a very good point!: A critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education, 10(3), 339-353.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217-230.
Hyland, K. (2009). Academic Discourse. London, UK: Continuum.
Jafarigohar, M., Hoomanfard, M. H., & Jalilifar, A. (2018). A typology of supervisor written feedback on L2 students’ theses/dissertations. Applied Linguistics, 21(2), 43-87.
Jamoom, O. (2016). Teachers’ beliefs and practices of feedback and preferences of students for feedback in university level EFL writing classrooms (Unpublished doctoral dissertation). University of Southampton, Southampton, UK.
Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 15, 1-21.
Karunaratne, T., Hansson, H., & Aghaee, N. (2019). The effect of multiple change processes on quality and completion rate of theses: a longitudinal study. Assessment in Education: Principles, Policy & Practice, 26(2), 184-201.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal, 75(3), 305-313.
Krashen, S. D. (1984). Writing, research, theory, and applications. Oxford, UK: Oxford University Press.
Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461-470.
Lalande, J. (1982). Reducing composition errors: An experiment. Foreign Language Annals, 66(2), 140-149.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lee, I. (2008a). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85.
Lee, I. (2008b). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144-164.
Lee, I. (2009). Ten mismatches between teachers’ beliefs and written corrective feedback practice. ELT Journal, 63(1), 13-22.
Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Marie, J. A. (2016). Student views on the value of feedback. Journal of Education and Training Studies, 4(6), 207-213.
Min, H. T. (2013). A case study of an EFL writing teacher’s belief and practice about written feedback. System, 41(3), 625-638.
Ministry of Education. (2001). English teaching syllabus for English program in Higher education. Beijing, China: Foreign Language Teaching and Researching Press.
Montgomery, J., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82–99.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6(2), 1-20.
Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535-562.
Nouri, J., Larsson, K., & Saqr, M. (2019). Bachelor thesis analytics: Using machine learning to predict dropout and identify performance factors. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 116-131.
Nurie, Y. (2018). Higher education supervision practices on student thesis writing: Language function and focus of written feedback. International Journal of Teaching and Learning in Higher Education, 30(3), 522-533.
Nurie, Y. (2019). Doctoral Students’ Perceived Needs and Preferences for Supervisors’ Written Feedback. PASAA: Journal of Language Teaching and Learning in Thailand, 56, 112-144.
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306.
Storch, N. (2010). Critical feedback on written corrective feedback research. International Journal of English Studies, 10(2), 29-46.
Storch, N., & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 303-334.
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices–because “feedback is hard to have”. Australian Review of Applied Linguistics, 39(2), 122-138.
Tahir, I. M., Ghani, N. A., Atek, E. S. E., & Manaf, Z. A. (2012). Effective supervision from research students’ perspective. International Journal of Education, 4(2), 211-222.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
Truscott, J., & Hsu, Y. P. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292-305.
Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27.
Wu, J. (2012). A study on English thesis topics of undergraduate for English major. Journal of Civil Aviation Flight University of China, 23(6), 56-58.
Wu, W. (2015). On the interaction of written feedback focus and feedback strategy on the effects of L2 writing revision. Journal of PLA University of Foreign Languages, 38(2), 85-93.
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Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.
Arifin, Z. (2020). An Analy sis of written feedback from teachers on the writing of s tudents’ composition. Language-Edu, 9(1), 1-10.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
Ashwin, P., Abbas, A., & McLean, M. (2017). How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge? Assessment & Evaluation in Higher Education, 42(4), 517-530.
Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445.
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243-272.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118.
Bitchener, J. (2018). A guide to supervising non-native English writers of theses and dissertations. New York & London: Routledge.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207-217.
Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2), 79-97.
Bitchener, J., Basturkmen, H., East, M., & Meyer, H. (2011). Best Practices in Supervisor Feedback to thesis Students. Retrieved from https://ako.ac.nz>knowledgecentre>be
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56–66.
Casanave, C., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11, 33–49.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296.
Chen, W. L. (2018). The effects of corrective feedback strategies on English majors’ writing. English Language Teaching, 11(11), 55-64.
Cohen, A. (1989). Reformulation: A technique for providing advanced feedback in writing. Guidelines, 11(2), 1-9.
Cohen, A. D., & Upton, T. A. (2007). I want to go back to the text: Response strategies on the reading subtest of the new TOEFL. Language Testing, 24(2), 209-250.
Cook, M. C. (1980). The role of the academic supervisor for undergraduate dissertations in science and sciencerelated subjects. Studies in Higher Education, 5(2), 173-185.
Cooley, L., & Lewcowicz, J. (1995). The writing needs of graduates at the University of Hong Kong: A project report. Hong Kong Papers in Linguistics and Language Teaching, 18, 121-123.
de Kleijn, R. A., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in Higher Education, 38(8), 1012-1026.
de Kleijn, R. A., Meijer, P. C., Pilot, A., & Brekelmans, M. (2014). The relation between feedback perceptions and the supervisor–student relationship in master’s thesis projects. Teaching in Higher Education, 19(4), 336-349.
Diab, R. L. (2005). EFL university students’ preferences for error correction and teacher feedback on writing. TESL Reporter, 38(1), 27-51.
Dong, Y. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self reports by students and their advisers from two US institutions. English for Specific Purposes, 17, 369–390.
Duff, P. A. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum Associates.
Dysthe, O. (2002). Professors as mediators of academic text cultures: An interview study with advisors and master’s degree students in three disciplines in a Norwegian university. Written Communication, 19(4), 493-544.
East, M., Bitchener, J., & Basturkmen, H. (2012). What constitutes effective feedback on postgraduate students’ writing? The students’ perspective. Journal of University Teaching & Learning Practice, 9(2), 1-16.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353-371.
Ene, E., & Upton, T. A. (2014). Learner uptake of teacher electronic feedback in ESL composition. System, 46, 80-95.
Evans, N. W., Hartshorn, K. J., & Tuioti, E. A. (2010). Written corrective feedback: the practitioners’ perspective. International Journal of English Studies, 10(2), 47-77.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.
Fathman, A. K., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge, UK: Cambridge University Press.
Ferris, D. (2002). Treatment of error in second language writing classes. Ann Arbor, MI: University of Michigan Press.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Ferris, D. (2006). Does error feedback help student writers? New evidence on short- and long-term effects of written error correction. In K. Hyland and F. Hyland (Eds.). Feedback in Second Language Writing: Contexts and Issues. Cambridge, UK: Cambridge University Press.
Ferris, D. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446-459.
Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Ferris, D., Brown, J., Liu, H. S., & Stine, M. E. A. (2011). Responding to L2 Students in College Writing Classes: Teacher Perspectives. TESOL Quarterly, 45(2), 207-234.
Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
Gorman, M., & Ellis, R. (2019). The relative effects of metalinguistic explanation and direct written corrective feedback on children’s grammatical accuracy in new writing. Language Teaching for Young Learners, 1(1), 57-81.
Hamouda, A. (2011). A study of students and teachers’ preferences and attitudes towards correction of classroom written errors in Saudi EFL context. English Language Teaching, 4(3), 128-141.
Han, Y. (2014). An analysis of current graduation thesis writing by English majors in independent institute. English Language Teaching, 7(1), 120-127.
Heath, T. (2002). A quantitative analysis of PhD students’ views of supervision. Higher Education Research & Development, 21(1), 41-53.
Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(2), 141-163.
Hyatt, D. F. (2005). Yes, a very good point!: A critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education, 10(3), 339-353.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217-230.
Hyland, K. (2009). Academic Discourse. London, UK: Continuum.
Jafarigohar, M., Hoomanfard, M. H., & Jalilifar, A. (2018). A typology of supervisor written feedback on L2 students’ theses/dissertations. Applied Linguistics, 21(2), 43-87.
Jamoom, O. (2016). Teachers’ beliefs and practices of feedback and preferences of students for feedback in university level EFL writing classrooms (Unpublished doctoral dissertation). University of Southampton, Southampton, UK.
Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 15, 1-21.
Karunaratne, T., Hansson, H., & Aghaee, N. (2019). The effect of multiple change processes on quality and completion rate of theses: a longitudinal study. Assessment in Education: Principles, Policy & Practice, 26(2), 184-201.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal, 75(3), 305-313.
Krashen, S. D. (1984). Writing, research, theory, and applications. Oxford, UK: Oxford University Press.
Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461-470.
Lalande, J. (1982). Reducing composition errors: An experiment. Foreign Language Annals, 66(2), 140-149.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
Lee, I. (2008a). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85.
Lee, I. (2008b). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144-164.
Lee, I. (2009). Ten mismatches between teachers’ beliefs and written corrective feedback practice. ELT Journal, 63(1), 13-22.
Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119.
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
Marie, J. A. (2016). Student views on the value of feedback. Journal of Education and Training Studies, 4(6), 207-213.
Min, H. T. (2013). A case study of an EFL writing teacher’s belief and practice about written feedback. System, 41(3), 625-638.
Ministry of Education. (2001). English teaching syllabus for English program in Higher education. Beijing, China: Foreign Language Teaching and Researching Press.
Montgomery, J., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82–99.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6(2), 1-20.
Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535-562.
Nouri, J., Larsson, K., & Saqr, M. (2019). Bachelor thesis analytics: Using machine learning to predict dropout and identify performance factors. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 116-131.
Nurie, Y. (2018). Higher education supervision practices on student thesis writing: Language function and focus of written feedback. International Journal of Teaching and Learning in Higher Education, 30(3), 522-533.
Nurie, Y. (2019). Doctoral Students’ Perceived Needs and Preferences for Supervisors’ Written Feedback. PASAA: Journal of Language Teaching and Learning in Thailand, 56, 112-144.
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306.
Storch, N. (2010). Critical feedback on written corrective feedback research. International Journal of English Studies, 10(2), 29-46.
Storch, N., & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 303-334.
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices–because “feedback is hard to have”. Australian Review of Applied Linguistics, 39(2), 122-138.
Tahir, I. M., Ghani, N. A., Atek, E. S. E., & Manaf, Z. A. (2012). Effective supervision from research students’ perspective. International Journal of Education, 4(2), 211-222.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
Truscott, J., & Hsu, Y. P. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292-305.
Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27.
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