摘要：This paper considers the results of qualitative research into teachers’
perceptions of the role and efficacy of written feedback in disciplinary
teaching, assessment and learning. The research was conducted in a higher
education institution in the UK. Data excerpts from the research are
presented and discussed. It is argued that the findings have implications for
the role and capabilities of academic writing teachers in higher education
generally and in the current European context in particular. The discussion
also draws attention to the importance of empirical research into the effects
of institutional and pedagogical practices to inform the work of academic
writing teachers and writing programmes.
