Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective

Research into written corrective feedback (WCF) in English-as-an-Second-Language (ESL) contexts has been burgeoning in the past decades, focusing mostly on its effectiveness and students' preferences.Nevertheless, studies focusing on school settings and teachers' perspective are scant.In particular, very few studies venture to examine the interrelationship between individual teachers and contexts, and how such interplay affects teachers' WCF strategies.Adopting an ecological perspective to language learning and teaching, this phenomenological study sheds light on a situated experience of a senior ESL teacher in a primary school in Hong Kong who implemented customized WCF strategies in a Grade 4 writing classroom.Findings suggest that teacher agency and autonomy played a pivotal role in enabling the teacher to perceive and act on the affordances provided by unfavourable, neutral/unrelated, and favourable circumstances.Implications for ESL teacher preparation and development programs are offered.