Assessing Chinese Students’ Writing Performance in an American University: The Relationship between Selected Written Errors, Teacher’s Feedback, and Learners’ Interlanguage Experiences

Abstract

The study examined Chinese students’ writing performance through the lens of corrective feedback and learners’ interlanguage experiences. It concludes that coding on paper may work only on learners who pay much attention to teachers’ feedback. It is always the work of both students and teachers to improve the accuracy in English writing.