Teacher written feedback (TWF) refers to the written comments, corrections and responses offered by second language (L2) teachers on students’ writing drafts. This practice, being considered common and important in scaffolding L2 students’ writing process and improving writing products, has attracted significant research attention.Among the existing literature, two gaps have been discovered. Firstly, the majority concentrated on written corrective feedback (WCF), indicating feedback exclusively on linguistic and grammatical errors. However, in many English-teaching classes, teachers not only provide linguistic feedback, but also deliver feedback on non-linguistic aspects of writing problems, including content, organisation, genre and linguistic use. Moreover, L2 students were found to expect different aspects of TWF in their writing. Thus, research on WCF exclusively is insufficient to generate a comprehensive comprehension of TWF, does not reflect the teaching practice in authentic classes and ignores the preferences of students. Secondly, research on TWF was mostly quasi-experimental, investigating the efficacy of feedback on writing performance. This overemphasis on the written products as evidence of learning overlooks the learning that could happen during the process where students engage with TWF and the individual and contextual factors that come into play during the process. Thus, there is a call for more research on learner engagement with teacher feedback on all aspects (i.e. local, global and praises) and how various writer-related and contextual factors mediate engagement. To respond to this call, the current qualitative longitudinal case study tried to fill the gap by investigating how Chinese English-major university students with diverse English proficiency levels engaged with TWF from cognitive, behavioural and affective perspectives in a naturalistic classroom setting as well as examined individual and contextual factors that mediated student engagement

Portfolio assessment, as an alternative writing assessment approach, has received growing attention in the past few decades. Although the benefits of portfolio assessment are well validated, there is a dearth of empirical research on how portfolio assessment can be sustained over time and the support teachers need to sustain portfolio assessment practice in their teaching contexts. To fill this significant void, the present study examines the influences that contribute to the sustainability of portfolio assessment in second-language writing. Drawing on data from interviews with the principal, English department chair and four English teachers from one elementary school in Hong Kong, as well as classroom observation and teachers’ team meeting observation, the study revealed that administrators’ role in dispersing decision-making authority to teachers, exploiting learning opportunities and providing a stimulating environment for teachers, and the sharing of common vision and goals, as well as collective flows of learning among team members, are the cornerstone of transformation and sustainability for the practice of portfolio assessment. The paper concludes with practical implications on how the innovative attempts in portfolio assessment can be sustained over time. Copyright © 2024 The Author(s).

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: (1) it guides students to revise when peer assessment is lacking; (2) self-assessment effectively supplements peer assessment when the students had access to peer assessment; (3) even if a student has access to quality peer assessment, self-assessment complements peer assessment due to the different reflection involved in the two processes; (4) self-assessment can supplement peer assessment in terms of issues related to social-affective burdens for the latter; (5) self-assessment also complements peer assessment in that it benefits high and low-achieving students. Two problems surfaced. One is the students' antipathy against self-assessment despite their overall positive perception about peer assessment; the other is the inadequacy of combining self with peer assessment in fostering learning outcomes regardless that the combined use of self and peer assessment helped the students with revision considerably. Copyright © 2023 Routledge.

Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed. Copyright © 2023 Routledge.

Self-regulated reading-to-write (R2W) can be portrayed as learners' proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = 0.62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-regulated R2W strategy use had positive impacts on writing competence. This is the first time that reading-to-write is proposed from a self-regulated learning perspective in ESL/EFL school contexts. The self-regulated R2W framework, scale and positive impacts of strategy use on writing have important implications for future research and practices. Copyright © 2023 SAGE Publications.

This paper extends our understanding of agency in second language (L2) students' academic English socialization by reporting on an investigation into how two mainland Chinese doctoral students enacted their agency in feedback-seeking for improving academic English writing during their studies in an English-medium university in Hong Kong. The findings show that the ways in which they exercised their agency to seek language feedback from socializing agents varied between individuals and in different feedback-seeking contexts. In particular, their enactments of feedback-seeking agency are found to be differentially shaped not only by their academic writing goals, but also by the habitus derived from their past experiences and the forms of social and cultural capital they accumulated prior to and during their doctoral studies. The findings also reveal that their language ideologies regarding the role of native-speaker norms in academic English writing mediated their feedback-seeking agency by exerting influence on their academic writing goals and their perceptions of different socializing agents as affordances for their language socialization. Overall, this paper offers more nuanced understandings of agency in L2 students' academic English socialization and illustrates the complex and dynamic interplay between agency, goal, habitus, capital and language ideology in shaping their feedback-seeking behaviour. Copyright © 2023 Routledge.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students’ use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for idea generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students’ concerns when using NLG tools for idea generation and can inform educators’ instruction to implement NLG tools for classroom creative writing. Copyright © 2023 The Author(s).

Purpose: This study adopted a mixed-method approach, including a classroom experiment and 24 in-depth interviews, to investigate the effects of two feedback techniques (coded focused and unfocused written corrective feedback) on ESL learners' writing in a self-financed tertiary institution in Hong Kong. Methodology: Three intact classes of 47 students served as the experimental and control groups; the control group only received feedback on content and organization, whereas the two experimental groups also received focused and unfocused linguistic feedback, respectively. The feedback intervention was conducted over an eight-week intensive summer course, focusing on three grammar errors (articles, singular/plural nouns and verb forms). Altogether, students wrote seven pieces, four of which were analysed for the present research. Results: The study found that students who received focused written corrective feedback (WCF) significantly outperformed the other two groups, though the effects varied across error types. Meanwhile, no significant differences were found between the unfocused and control groups. In-depth interviews explored how individual learners' metalinguistic understanding and engagement affect their intake of WCF. The results revealed that learners who received focused feedback developed a deeper understanding of the linguistic nature of specific error types. Learners with limited English proficiency were less likely to apply their linguistic knowledge to revise a task or write a new one. Conclusion: Because not all errors deserve equal attention, teachers and students should consider how feedback can be used more effectively, particularly in areas where comprehensive feedback is considered obligatory. When teaching students with limited language proficiency, it is recommended that, rather than providing a wide range of error corrections, teachers provide focused feedback complemented with carefully designed metalinguistic support. Copyright © 2022 National

The present study reports on the effects of a self-regulated (SRL) writing strategy-based intervention supported with e-learning tools on SRL strategy use in English writing with 468 Hong Kong primary school students. The changes to the students’ motivation in English writing, and their e-learning acceptance were also measured. The study adopted a pretest and posttest design and the data was collected through a questionnaire, which consisted of three measures, i.e. SRL writing strategy use, motivation in English writing, and e-learning acceptance. The SRL writing strategy use measure included four types of strategies, i.e. planning, text-generating, monitoring, and revising. The motivation measure had two scales, i.e. interest and self-efficacy, and the e-learning acceptance measure included four scales, i.e. perceived usefulness, perceived ease of use, attitude and continuance intention. The intervention saw significant improvements on the students’ use of all four types of SRL writing strategies. Positive changes also took place to one scale of motivation, i.e. interest, and three scales of e-learning acceptance, i.e. perceived usefulness, attitude and continuance intention. There was no significant improvement to self-efficacy and perceived ease of use. Additionally, the correlations between all the scales became stronger after the intervention. Important implications for teaching ESL/EFL writing through e-learning are drawn. Copyright © 2022 Taylor & Francis.

This paper provides a taxonomy of errors in the use of English articles by Hong Kong Cantonese ESL learners. A study was conducted with 387 Hong Kong Cantonese ESL learners, including 65 students from three local universities and 322 students from five local secondary schools. They did two free writing tasks of about 200–300 words. Over 600 pieces of free writing were obtained. The use of English articles was analyzed and errors were identified. Irrespective of learners' proficiency levels, similar types of article errors have been observed. While over-extension errors and under-extension errors are both quite common, co-occurrence errors are nearly non-existent. Intended generic reference triggers most problems, although this reference has been least attempted. The function of the noun phrase in which an article error occurs may play a part in error severity, with Object creating most problems for learners, yet the precise effects of noun functions are yet to be determined. It is suggested that more emphasis be put on the teaching of English articles to learners at different proficiency levels. Advanced learners, such as university students, should be engaged in metalinguistic analyses uncovering the subtle differences between the use of different articles in the same linguistic context. Copyright © 2022 De Gruyter.