Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance

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Responding to student writing: Teachers’ philosophies and practices (2014, background): “(Montgomery & Baker, 2007, p. 85) In addition, the authors reported that teachers met weekly for training and to review current research on teaching issues, and that these response values were reinforced at those meanings.”
“I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices (2015, background): “Several studies have focused on teachers’ WCF practices in various pedagogical contexts (e.g., Ferris, 2006; Guénette & Lyster, 2013; Jodaie & Farrokhi, 2012; Lee, 2010; Montgomery & Baker, 2007).”
Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, background): “Over the last thirty years, the surveys, which have evolved from a two-item questionnaire (Cardelle & Corno, 1981) to multi-item surveys on both teachers ’ and students ’ orientations to WCF (Montgomery & Baker, 2007), highlight important differences among L2 learners in their WCF preferences.”
Exploring Students’ Perceptions of ESL Writing (2011, background): “Studies carried out in the area of students’ perceptions and preferences of the kinds of feedback, demonstrated that students possess very strong views about the types and amount of feedback offered by their teachers (Ferris, 1995; Montgomery and Baker, 2007).”