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 on  the  complexity  of  teaching  practices.  
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2.2   Teachers’ written feedback practices 
Written  feedback,  together  with  peer  review  and  writing  conference,  has  been  a pivotal  feedback  strategy  in  L2  writing.  Allowing  for  individualized  attention  and one-on-one  communication  (Ferris  et  al.  1997),  it  identified  both  strengths  and weaknesses  of  learners’  compositions.  Given  the  controversy  about  the  effectiveness of written feedback, Leki (1990) reinforced that “both teachers and students intuit that written  responses  can  have  a  great  effect  on  writing  and  attitude  toward  writing”. Compared with peer review and writing conference, written feedback to compositions has  been  ingrained  in  Chinese  EFL  context,  where  teachers  are  dominant  in teacher-student  relationship  (Ferris  et  al.  1997).  Students  betray  high  enthusiasm about  written  feedback.  For  those  reasons,  written  feedback  is  likely  to  remain  the most  viable  and  common  form  of  feedback  and  thus  needs  detailed  analysis  and evaluation. 
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CHAPTER THREE   RESEARCH METHODS .... 17 
3.1   Research questions .......... 17 
3.2   Research design .............. 17
3.3   Data collection ..... 21 
3.4   Data analysis ........ 23 
3.4.1   Analysis of the interview data ..... 23 
3.4.2   Analysis of written feedback about students’ writings ........... 24 
CHAPTER FOUR   FINDINGS ............. 33
4.1   Teachers’ beliefs about written feedback ......... 33
4.2   Teachers’ written feedback practices .... 45 
4.3   The correspondence between teachers’ beliefs about written feedback.......... 53
CHAPTER FIVE   CONCLUSION AND DISCUSSION .... 59 
5.1   Summary of findings....... 59 
5.2   Discussion of findings..... 63
5.3   Pedagogical implications ........... 66 
5.4   Limitations of the research and recommendations for future study ............ 67 

CHAPTER FOUR   FINDINGS 

This  Chapter,  made  up  of  three  sections,  reports  the  findings  of  the  research  in correspondence  of  research  questions.  Section  1  focuses  on  illustrating  teachers’ beliefs  about  written  feedback,  followed  by  teachers’written  feedback  practices.  The final  section  generalizes  the  correspondence  between  teachers’  beliefs  about  written feedback and their practices.   

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