Developing learning-focused feedback practices: An evaluation of English for Academic Purposes teacher feedback literacy at a Sino-foreign university
| dc.contributor.author | Davies, Joseph | |
| dc.contributor.editor | Baker, Beverly | |
| dc.contributor.editor | Taylor, Lynda | |
| dc.date.accessioned | 2024-09-23T07:38:35Z | |
| dc.date.available | 2024-09-23T07:38:35Z | |
| dc.date.issued | 2024-09-01 | |
| dc.description.abstract | This chapter explores the feedback literacy of Higher Education (HE) English for Academic Purposes (EAP) teachers based at a Sino-foreign joint venture university. Specifically, the chapter aims to: • Critically review the suitability of current teacher feedback literacy research for those teaching Confucian Heritage Culture learners within Sino-foreign HE contexts • Analyse a small corpus of interviews with Sino-foreign HE EAP practitioners about their feedback beliefs, design, and practices • Map the results to a newly developed Sino-foreign teacher feedback literacy framework • Discuss the implications of the results for HE EAP teachers wishing to develop their own teacher feedback literacy | |
| dc.identifier.uri | ||
| dc.publisher | Cambridge University Press | |
| dc.rights.uri | ||
| dc.title | Developing learning-focused feedback practices: An evaluation of English for Academic Purposes teacher feedback literacy at a Sino-foreign university | |
| dc.type | Book section | |
| duke.contributor.orcid | Davies, Joseph|0000-0002-5133-6263 | |
| pubs.begin-page | 25 | |
| pubs.end-page | 45 | |
| pubs.organisational-group | Duke | |
| pubs.publication-status | Published | |
| pubs.volume | 55 |
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