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Analysis of the interview data revealed that the three teachers expressed beliefs about five  themes  concerning  written  feedback:  the  importance  of  written  feedback,  the focus  of  written  feedback,  the  approach  to  written  feedback,  the  effectiveness  of written feedback, and the ideal way of writing feedback.The  three  teachers  all  believed  it  was  important  to  provide  written  feedback  on students’ writing, and they set out varied reasons for written feedback provision.  They  all  emphasized  that  providing  written  feedback  could  improve  students’ writing  ability.  Dick  took  his  own  experiences  as  an  example,  saying  that  he  was  a beneficiary of written feedback as he stated in the interview:   My writing competence has been improved by the written feedback offered by  others  during   my  working  years.  Normally,  I  invited  some  native  speakers  to  correct  the  language  errors,   especially some non-idiomatic expressions of my published papers. I learn more from those   corrections. Hence, I wish students can benefit from my corrections. 
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CONCLUSION

This  chapter  aims  at  discussing  the  findings  and  concluding  the  research.  It  is composed of four parts. Part 5.1 is the summary of findings, followed by a discussion of findings in Part 5.2. Part 5.3 indicates the pedagogical implications of the study and the final part concludes the study with limitations of the study and recommendations fro future researches. The  present  study,  utilizing  a  case  study  research  method,  examined  Chinese  EFL teachers’ beliefs about written feedback, their feedback practices, and the consistency between  their  written  feedback  beliefs  and  practices.  The  major  findings  are summarized as follows.In terms of teachers’ beliefs about written feedback, three teachers all believed the  importance  of  written  feedback  provision  for  different  reasons.  They  all  thought providing  written  feedback  could  improve  students’  writing  ability,  with  Celine stressing  the  “revise  to  learn”.  Dick  himself  was  a  beneficiary  of  written  feedback provision.  Berry  believed  giving  written  feedback  was  a  part  of  writing  teaching, otherwise  there  was  no  sense  for  students  attending  the  writing  class.  Besides,  both Dick  and  Berry  regarded  written  feedback  provision  as  a  way  of  interacting  with students. Also, Dick and Celine believed that it was teachers’ responsibility to provide written feedback.
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