A Study on the Effectiveness of Teacher Error Correction Feedback on Chinese Character Writing Acquisition Among Beginner Chinese Learners

This study examined 91 students from the JAPK Vocational School affiliated with the Confucius Institute at Jalal-Abad State University in Kyrgyzstan. Through quantitative and qualitative research, it investigated the differences in effectiveness and attitude preferences among beginner Chinese learners regarding various types of error correction feedback during Chinese character writing acquisition. Findings reveal: Different error correction feedback methods yield varying effects on Chinese character writing acquisition, with metalinguistic feedback proving more effective. Moreover, the effectiveness of teacher-provided error correction feedback is independent of individual teacher characteristics. That is, regardless of which teacher employs which feedback method, student acquisition outcomes remain consistent, indicating no synergistic effect between teacher identity and feedback type. Notably, the two feedback methods deemed most effective by interviewed teachers (metalinguistic feedback and direct feedback combined with teacher oral feedback) showed high consistency with student preferences and recognition. This further indicates that the effectiveness of feedback methods is closely related to learners’ acceptance, comprehension, and engagement in actual learning.