Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing

Abstract Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback long been recognized for its value on improving learning outcomes. However, limited attention given to the potential influence translanguaging in process corrective learners’ writing performance, especially oral feedback. This paper aims at exploring effects tutors’ (OCF) Chinese EFL argumentative six-week tutorials. 12 first-year college students and a tutor English participated study university Central China. The findings showed positive OCF students’ performance. It attempts make some contributions instruction. Teachers can alter their monolingual medium only adapt needs, focus practices, create education ecological environment through pedagogy.