Lecturers’ Practices and Perceptions on the Effectiveness of Feedback in the Assessment of Academic Writing in Hong Kong

For students across the global community, the disruptive effects of Covid-19 had a radical and transformative impact on higher education, redirecting classes, learning practices, and institutional procedures (Tam 2021). For the lecturers responsible for student achievement and academic development, the distinction between traditional, in-classroom pedagogy and the disparate and divided outcomes of distance learning has had a significant impact on teacher approaches and role definitions. The resultant transition from traditional to digital learning has had a profound effect on several key dimensions of the educational experience including the learning and knowledge acquisition phase, the lecturing and information communication phase, and the assessment phase. This study was undertaken to critically assess this phenomenon, weighing the recent challenges of digital coursework and remote learning against the complexities of teacher assessment and feedback communication in academic writing exercises at Hong Kong higher education institutions.