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An increasing number of studies have examined teachers' beliefs and practices regarding written corrective feedback (WCF) in recent years. However, the sample size in these previous studies tends to be small. Through questionnaires and teacher interviews, the present study explored the WCF beliefs and practices of 2,012 EFL teachers in Beijing, China. It found that the majority of teachers regarded error correction as a responsibility shared by both teachers and students, and they preferred selective WCF and integrative use of direct and indirect WCF methods. Also, they tended to have confidence in the effectiveness of their WCF. As for their practices, they would mostly underline the errors and point out the types or underline all errors with types indicated. In addition, most teachers would give feedback directly, and the number of teachers for and against delivering feedback on recurring errors seemed to be even. This study indicates the necessity of offering in-service EFL teachers training on WCF.

It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students' essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students' difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.

Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university–district–school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. The community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs and overcoming contradictions in similar joint activities. [ABSTRACT FROM AUTHOR]