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While previous research has identified misalignment of L2 teachers’ beliefs and practices on written corrective feedback (WCF), much remains to be known about whether and how writing teachers’ beliefs may vary across contexts and evolve over time, as well as the extent to which their beliefs are manifested in their practice. To address this issue, this study draws upon the perspective of complexity theory to explore the data collected in a case study of two novice Chinese EFL teachers’ changes in beliefs and practices about WCF across student-centred contexts and teacher-centred contexts. Data were collected from multiple resources, including interviews, drafts of students’ writing, and teacher on-script WCF. The data revealed a complex process of change in teachers’ beliefs about WCF that underwent distinct stages across contexts. Misalignments between teachers’ WCF beliefs and practices and possible reasons for these differences (e.g. teacher professional identity, affective factors, and individual student differences) are also discussed. This study deepens our understanding of writing teachers’ complex beliefs about feedback practices and sheds new light on feedback pedagogy in L2 writing classrooms.
摘要：虽然先前的研究已经发现了二语教师对书面纠正性反馈(WCF）的信念和实践存在不一致的情况, 但关于写作教师的信念是否以及如何在不同的环境中发生变化并随着时间的推移而演变, 以及他们的信念在实践中的表现程度, 仍有许多问题有待了解。为了解决这一问题, 本研究从复杂性理论的角度出发, 对两位中国英语新手教师在以学生为中心和以教师为中心的情境下对书面纠正性反馈的信念和实践的变化进行了个案研究。数据是从多种资源中收集的, 包括访谈、学生的写作草稿和教师的脚本。数据显示, 教师对书面反馈的信念经历了一个复杂的变化过程, 在不同的背景下经历了不同的阶段。教师的书面反馈信念和实践之间的不一致, 以及这些差异的可能原因（如教师职业认同、情感因素和学生个体差异）也进行了讨论。本研究加深了我们对写作教师关于反馈实践的复杂信念的理解, 并为二语写作课堂中的教师书面反馈教学法提供了新的视角。
