Date of Award

4-7-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Sara Hahn-Huston, DEd

Second Advisor

Shawn Daley, PhD

Abstract

Despite a significant increase in global efforts to teach and learn Chinese as a foreign language (CFL) in recent decades (Center for Applied Second Language Studies, 2010), past research reveals that CFL learners face greater challenges in writing than their peers studying AP1 Spanish, French, and German, underscoring the need for targeted writing support at the high school intermediate level (College Board, 2025). To address the gap, this mixed-methods study tailored Dynamic Written Corrective Feedback (DWCF), originally designed for college English (as a second language, ESL) writing courses, to high school intermediate CFL learners. Participants included Level IV students (n = 31) from two Oregon high schools, with one school as the treatment group (n = 12) and the other as the control group (n = 19). This study not only optimized the DWCF workflow and implemented it with the treatment group, but also conducted pre/post-tests along with a student survey to evaluate its potential effectiveness. The findings demonstrated that the tailored DWCF approach was theoretically aligned with both cognitive and sociocultural learning principles and was well-suited for high school intermediate CFL learners. Quantitative analyses, including reliability estimates and ANCOVA, revealed slight but statistically nonsignificant improvements in writing accuracy for the treatment group. The survey results revealed students' positive perceptions of the tailored DWCF approach, with further discussion on refining the strategy for even greater optimization.

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