An Integrated Feedback Model for English Writing Instruction in Vocational Colleges

Abstract

Drawing on Hattie and Timperley’s (2007) feedback theory and sociocultural theory (SCT), this study proposes an integrated feedback model tailored for English writing instruction in vocational colleges. This model incorporates teacher feedback, peer feedback, and automated writing evaluation, emphasizing the progressive nature of feedback levels and learners’ cognitive development through social interaction. The study explores the roles of different feedback types at the task level, process level, self-regulation level and self-level, and introduces an optimization strategy based on the principle of scaffolding fading and internalization. The proposed model aims to enhance students’ meta-cognitive awareness and foster their long-term writing development. Finally, the paper analyzes the model’s applicability and future directions for improvement, providing both theoretical and practical insights for English writing instruction in vocational education.