Comparing teacher intentions with student utilization of written feedback in a Chinese EFL writing classroom

In recent years, numerous studies have been conducted on various aspects of feedback in both English as Second Language (ESL) and English as Foreign Language (EFL) settings, aiming to improve the effectiveness of feedback and potentially, the quality of L2 writing.;The study was carried out in the context of a comprehensive EFL course. The participants were four first-year English majors and their teacher at a medium-sized university in Southern China. By employing instruments such as think-aloud protocols, observations and field notes, interviews, and document analysis, the study aimed to answer the following research questions: (1) To what extent did the students' utilization of feedback match the teacher's intentions? (2) What were the factors that affected the communication of feedback between the teacher an the students? (3) How was the effectiveness of the communication related to the improvement in the students' second draft? (Abstract shortened by UMI.).