9卷 第6期
Xi'an Eurasia University, Xi'an, Shaanxi, 710065
纸质出版日期：2025-06-24
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(2025). A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments. 国际教育与发展（英文版）, 9(6), 182-185.
Zhang Danqing.A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments[J].Journal of International Education and Development,2025,09(06):182-185.
(2025). A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments. 国际教育与发展（英文版）, 9(6), 182-185. DOI： 10.47297/wspiedWSP2516-250039.20250906.
Zhang Danqing.A Corpus-based Study of Teachers' Feedback Commentaries on College Students' English Assignments[J].Journal of International Education and Development,2025,09(06):182-185. DOI： 10.47297/wspiedWSP2516-250039.20250906.
According to Leki (1990) and Hyland & Hyland (2006)
written feedback could offer potential value in facilitating students' future writing
and is one of the most popular approaches tutors used to communicate or interact with their students. This is because the feedback could offer a lot of informational comments
which could facilitate the students' writing ability and provide the opportunity for teachers to interact with students (Hyland
2003). In this circumstance
feedback is generally acknowledged as pedagogically useful to offer informational reactions and advice to facilitate the academic essay writing (Cohen & Cavalcanti
1990; Hedgcok & Lefkoeitz
1994; Hendricks & Quinn
2000). Besides the informational meaning
feedback is also regarded as the opportunity for teachers to express their "stance and beliefs" about writing and terminology in the academic writing (Hyland & Hyland
2001
p.187). As for teachers
the response to the students' writing is more than the form or content correction; it includes the "delicate social interactions" that could boost or destroy the effectiveness of the feedback and the pedagogical meaning (Hyland & Hyland
2006
p.187). For students
feedback is also one of the most favorite and acceptable methods in their learning process (Tee
2014).
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