Adopting Varied Feedback Modes in the EFL Writing Class

Feedback is widely seen as crucial for encouraging and consolidating learning and it is also regarded as an essential factor in the writing context. Teacher feedback, as a traditional feedback type, dominates the EFL (English as a Foreign Language) writing class for decades. However, currently with the development of writing pedagogy and research, feedback practices have been transformed, with the teacher written comments combined with peer feedback, self-monitoring, teacher-student conference or computer-mediated feedback. In this paper, different feedback modes for present use are introduced, their respective roles are explored and the strategies to make them to full advantage are also discussed.