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While feedback literate teachers play critical roles in enhancing feedback efficacy and students' learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue, this study draws from the notion of teacher feedback literacy to explore two second language (L2) writing teachers' feedback practices in the context of L2 writing for doctoral publishing at a Chinese research-intensive university. The analysis of the interviews, classroom observations and such textual data as the participants' profile sheets and course materials informs the development of a contextualised, two-dimension framework of teacher feedback literacy, encompassing feedback design and process management. The first dimension features an integrated, purposeful and enabling design of feedback practices that aligns with the design of curriculum and teaching, and addresses specific pedagogical goals and practical constraints arising from the teaching context. The second dimension involves meticulous management of feedback process to ensure effective feedback enactment in teaching, contributing to developing student feedback literacy. This dimension underscores students' skills development, as well as internal and external feedback interactions characterised by varying patterns of student feedback engagement. The paper concludes with implications for L2 writing feedback research and practices. [ABSTRACT FROM AUTHOR]

A growing body of research has provided evidence for the foreign language effect on thinking, notably decision-making. Our prior work found reduction of recency effect following positive feedback in a foreign language as compared to the native tongue during even-probability gambling. However, the fundamental mechanisms underlying this effect remain unclear. The present study, therefore, aims to probe into this by engaging Chinese-English bilinguals in a functional magnetic resonance imaging version of our gambling task, which required participants to make decisions between playing and leaving equal-odds bets whilst manipulating language and valence of feedback. Results showed fewer 'play' choices following positive feedback presented in English relative to Chinese while no cross-language differences were observed after negative feedback. This valence-dependent language effect on risk-taking behaviour was supported by a language-emotion-decision neural circuit involving interplay between the right lingual gyrus, left fusiform gyrus, and right inferior frontal gyrus. Overall, our findings suggest valence-differential mechanisms of the foreign language effect in the risky decision. That is, the use of a foreign language in feedback presentation attenuates emotional reaction to positive feedback and thus diminishes subsequent risk-taking behaviour. Differently, negative counterparts seem to trigger detachment from negative emotion, leading to dissociation between feedback-encoding and decision-making. [ABSTRACT FROM AUTHOR]

In this article, we define motor strength as the extent to which a concept is associated with body movements and the motor system that guides body movements. We extend this notion to one of the features of visual representations of some concepts and discuss the role of the motor system in understanding concepts and visual representations that have a significant degree of motor strength. It is suggested that when a concept is understood in its literal sense, the employment of the motor system and gestures in processing that concept depends on its degree of motor strength. If a concept is understood in its metaphorical sense, the employment of the motor system and gestures is dependent on the degree of motor strength of the base of the metaphor through which that concept is understood. The degree of motor strength of a concept relies on its motor affordances and its associations with people's past experiences. Because the motor system plays an essential role in the grounding of many abstract concepts in the physical environment, the notion of motor strength can help psychologists acquire a clearer understanding of how concepts with varying degrees of motor strength are grounded in the physical environment., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Khatin-Zadeh, Hu and Farsani.)