From traditional to alternative feedback: What do L2 elementary students think?

This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews...