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only to find that the effect was very limited in students’ perception, thus, teachers  showed  a  negative  attitude  towards  feedback  in  long  term.  Lee  (2008b) examined 174 students’ commented compositions, and interviewed 26 teachers to see what influenced the feedback beliefs. It came to the conclusion that besides teachers’ own  feedback  beliefs,  the  educational  system  and  general  sociocultural  atmosphere exerted  great  impact  on  teachers’  written  feedback  practices  and  beliefs.  Almost  all interviewed teachers  felt that they had to  conform  to  requirements  and standards the school  panel  used  to  evaluate  teachers.  Otherwise,  they  were  not  regarded  as  “good teachers”. The strong examination culture and lack of teacher training programme had hindered  the  revolution  process  of  written  feedback  in  Hong  Kong  context  (Lee 2009).  
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CHAPTER TWO   LITERATURE REVIEW 

The purpose of this  study is  to  examine Chinese EFL writing teachers’  practices  and beliefs.  In  order  to  justify  the  need  for  this  study,  a  review  of  previous  related literature  will  be  presented.  The  review  is  composed  of  three  sections.  Section  2.1 describes  teacher  beliefs  and  shows  some  related  studies.  Section  2.2  reviews  L2 writing teachers’ written feedback practices. Section 2.3 focuses on related studies on teachers’ written feedback beliefs and practices in foreign and Hong Kong context. 

2.1   Teacher beliefs 
Over the past several decades, researchers have conducted large number of theoretical and empirical studies on teacher cognition/beliefs. The theory of teacher cognition has been  founded  as  a  general  view  of  teacher  cognition  was  formed.  Also  researchers investigated  teachers’  in-depth  beliefs  through  interviews  and  other  methods  such  as stimulated recall. In this section, the review will be based on both the theoretical and empirical studies of teachers’ beliefs. Teacher belief, also named teacher cognition, defined by Borg (2003), refers to “what teachers think, know,  and believe and the relationships  of those mental constructs  to what teachers do in the language teaching classroom”. A number of terminologies are coined  to  refer  to  teachers’  mental  lives,  for  example,  pedagogical  knowledge, reasoning perceptions and beliefs, but the superficial diversity cannot mask the same referential  concepts.  Teachers  are  active  and  thinking  decision-makers  (Borg  2003) instead  of  passive  recipients  of  research  findings.  Flexible  instructional  changes  are made  based 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。