The psychology of pedagogical compromise: Written corrective feedback in chinese efl writing through an ecological systems lens

This mixed-methods study investigates how Chinese university EFL (English as a Foreign Language) teachers navigate written corrective feedback (WCF) within multilayered ecological systems, drawing on Bronfenbrenner's Ecological Systems Theory (EST). The study examines the interplay between the microsystem (teacher-student interaction), exosystem (institutional constraints), and macrosystem (cultural norms) and how these ecological levels shape feedback practices. Data from teacher interviews, and quasi-experimental classroom observations reveal a prevalent preference for selective WCF, driven by factors such as student motivation, heavy workload, and institutional policies. Selective feedback was found to be more effective in improving student writing accuracy compared to comprehensive feedback, while also reducing student anxiety. Additionally, cultural values, particularly those related to face preservation and hierarchical teacher-student dynamics, influenced both the tone and delivery of feedback. These findings suggest that WCF practices emerge from a complex negotiation between pedagogical ideals and ecological constraints. Quantitative results revealed that selective feedback significantly improved students' writing accuracy and satisfaction compared to comprehensive and minimal feedback (F = 15.61, p < .001, d = 1.08), while qualitative insights uncovered how institutional constraints, emotional considerations, and cultural values shaped teachers' adaptive feedback decisions within ecological systems. The study calls for institutional reforms targeting grading policies and enhanced teacher training, proposing that EST provides a valuable framework for understanding WCF in EFL contexts.