Errors and Corrective Feedback in Chinese EFL Classroom Writing

English as a foreign language (EFL) learners are often confronted with grammatical errors in writing. This study aimed thence to identify types of errors made by Chinese EFL learners in their writing and to explore the reasons behind these committed errors as well as the corrective feedback given by EFL instructors in responding to students’ errors. A mixed-methods case study research design was employed. Data were collected from the essays produced by 62 third-year senior high school students (equivalent to 12th grade) at Jining No.1 Middle School in Shandong, China and semi-structured interviews with five EFL instructors from China. Data were analyzed using thematic analysis and descriptive statistics. This study found that omission was the most common error made by Chinese EFL learners. Inappropriate learning strategies, negative transfer, overgeneralization, lack of motivation and positive attitude were the reasons of this phenomenon. It was found that both implicit and explicit corrective feedback were used by the EFL instructors in responding to their students’ errors. The findings provide valuable pedagogical evidence for EFL instructors to scaffold EFL learners’ writing skills.