To mark or not to mark? Developing English teachers' readiness to implement focused written corrective feedback

Research output: Contribution to journalArticle

Abstract

English teachers are 'composition slaves'. This is how some L2 writing scholars label Hong Kong English teachers (Hairston, 1986; Lee, 2009). It is my own experience and observation too that English teachers in Asia (particularly in Hong Kong) are mostly identified by their ‘vigilant’ attention to marking all errors in students’ compositions in a bid to meet the expectations of the school and parents. Research has shown that even though English teachers themselves may not believe in the practice of comprehensive written corrective feedback (WCF), it is almost mandatory for them to mark all errors that they can detect. (Lee, 2010). Notwithstanding the frustration that this feedback practice causes both students and teachers, comprehensive WCF is still regarded as the Midas touch in helping students to perform with flying colors in examinations. And it is not uncommon to see teachers being labeled as more ‘professional’ and ‘diligent’ when they mark lots of errors. Copyright © 2017 The Teacher Trainer Journal.
Original languageEnglish
Pages (from-to)10-12
JournalThe Teacher Trainer
Volume31
Issue number2
Publication statusPublished - 2017

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Hong Kong
student
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parents
examination
cause
school
experience

Citation

Chong, I. (2017). To mark or not to mark? Developing English teachers' readiness to implement focused written corrective feedback. The Teacher Trainer Journal, 31(2), 10-12.