@inbook{93465cf1fea94b2fa645245c8feeb2e5,
title = "Language teacher autonomy and written feedback: the case of a Hong Kong elementary English teacher",
abstract = "Writing teachers often develop their feedback literacy through reflecting on in-service observations. Thus, language teacher autonomy (LTA) plays an important role in developing L2 writing teachers{\textquoteright} feedback literacy. Nevertheless, there is a paucity of research on written feedback exploring the influence of LTA on L2 writing teachers{\textquoteright} feedback practices, especially in elementary school contexts. To address the aforesaid gap, this chapter reports a case study of an experienced elementary English teacher in Hong Kong teaching a Grade 4 writing class. Teacher interviews and individual student interviews were conducted to offer perceptual insights into the role played by LTA in affecting the teacher{\textquoteright}s written feedback practice. Findings show that self-directed actions and development exerted a direct and positive impact on the teacher{\textquoteright}s decision to implement innovative written feedback practice. Contextual constraints were resolved through teacher mediation. Implications related to elementary school feedback practices and language teacher education are discussed. ",
author = "Chong, \{Sin Wang\}",
year = "2023",
month = mar,
day = "4",
doi = "10.1007/978-3-031-18950-0\_8",
language = "English",
isbn = "9783031189494",
series = "New Language Learning and Teaching Environments",
publisher = "Palgrave Macmillan",
pages = "121--136",
editor = "Chong, \{Sin Wang\} and Hayo Reinders",
booktitle = "Innovation in learning-oriented language assessment",
}