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Exploring
Peer and Teacher Feedback Dynamics Among Chinese College EFL Learners in
Writing Classes
NAO Erjilima, BADE Qunzhu
Full-Text PDF
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DOI:10.17265/1539-8072/2025.12.002
Qinghai Minzu University, Xining, China
This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language (EFL) learners’ writing classes, with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback. It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback. Considering the growing influence of online teaching, this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’ writing. The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’ writing development. Additionally, the author examines the potential of adopting a pluralistic feedback approach, which integrates teacher feedback, peer feedback, and online automated evaluation system to improve the overall feedback experience in the blended teaching environment. By combining these various feedback modes, the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners. The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback, thus promoting a more dynamic and interactive learning process for college EFL learners in China.
college
EFL learners, writing, peer feedback, teacher feedback, pluralistic approach
NAO Erjilima & BADE Qunzhu, Exploring Peer and Teacher Feedback Dynamics Among Chinese College EFL Learners in Writing Classes. Sino-US English Teaching, December 2025, Vol. 22,
No. 12, 263-274 doi:10.17265/1539-8072/2025.12.002
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