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Corrective feedback on writing (WCF) has been one of the most controversial topics in ESL/EFL teaching. In the past decades, much has been disputed regarding the effectiveness and preferences of the quantity, focus, directness and source of WCF. With so much uncertainty, the researcher set out to investigate how research-informed secondary school teachers in Macao reported their beliefs, rationales, practices and constraints of administering corrective feedback for EFL writing in Macao secondary schools. Twelve secondary school teachers were recruited at a TESOL conference to conduct focus-group discussions. Similar to previous findings, results suggest teachers had clear rationales as to their ways of practising WCF. However, many expressed difficulties in acting according to rationales and beliefs. Despite their experience and knowledge, practical constraints such as school policies and teacher workload made it unlikely for them to follow their thoughts with feedback on writing. This study identified six sources of constraints that could prohibit practices and potentially reshape ones’ beliefs, which sheds light on future directions of WCF research.
Wilson Cheong Hin Hong (Wed,) studied this question.