Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students

Published on Feb 17, 2021in Teaching in Higher Education
· DOI :10.1080/13562517.2019.1648410
Ye Han7
Estimated H-index: 7
(HIT: Harbin Institute of Technology),
Yueting Xu9
Estimated H-index: 9
(Guangdong University of Foreign Studies)
Sources
Abstract
ABSTRACTThe dissonance between teachers’ substantial effort to provide feedback and students’ under-engagement with feedback has been consistently reported in higher education. A contributing facto...
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#2Fiona Hyland (HKU: University of Hong Kong)H-Index: 16
Abstract Although written corrective feedback (WCF) is often believed to evoke negative emotions, empirical studies on L2 students' affective reactions to this teaching and learning device are still lacking. Informed by research on academic emotions (Pekrun, 2006; Pekrun & Linnenbrink-Garcia, 2012), the paper reports on two case studies investigating Chinese university EFL students' emotional reactions to teacher WCF. Self-report data collected from retrospective verbal reports and interviews co...
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#1Ye Han (HIT: Harbin Institute of Technology)H-Index: 7
Abstract Previous research has identified a range of learner factors and contextual factors that mediate L2 learners' engagement with written corrective feedback (WCF). However, much remains to be known about how these factors impact individual learners' engagement with WCF in L2 classrooms. To address this issue, the paper draws upon the ecological perspective on language learning to discuss the data collected in a case study on Chinese university EFL students' engagement with WCF. Data were co...
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#1Yao Zheng (Yangtze Normal University)H-Index: 5
#2Shulin Yu (UM: University of Macau)H-Index: 13
Abstract While recent research on teacher written corrective feedback (WCF) has highlighted the importance of students’ engagement with WCF for understanding its effectiveness, little research has investigated lower-proficiency (LP) students’ engagement with WCF in EFL writing classes. Underpinned by a multi-dimensional conceptual framework of student engagement with WCF, this case study has explored how 12 Chinese LP students engaged affectively, behaviourally and cognitively with teacher WCF i...
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#1David Carless (HKU: University of Hong Kong)H-Index: 34
#2David Boud (Deakin University)H-Index: 77
AbstractStudent feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-...
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#1Zhe (Victor) Zhang (HKU: University of Hong Kong)H-Index: 1
#2Ken Hyland (UEA: University of East Anglia)H-Index: 87
Abstract Research on feedback in second language writing has grown enormously in the past 20 years and has expanded to include studies comparing human raters and automated writing evaluation (AWE) programmes. However, we know little about the ways students engage with these different sources of feedback or their relative impact on writing over time. This naturalistic case study addresses this gap, looking at how two Chinese students of English engage with both teacher and AWE feedback on their w...
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#1Yueting Xu (Guangdong University of Foreign Studies)H-Index: 9
#2David Carless (HKU: University of Hong Kong)H-Index: 34
AbstractFeedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive s...
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#1Ye Han (HIT: Harbin Institute of Technology)H-Index: 7
Abstract Learner beliefs, as a complex learner characteristic, greatly impact the L2 learning process and its outcomes; however, little research has specifically explored the dynamic nature of learner beliefs in relation to learner engagement with written corrective feedback (WCF). To address this gap, data drawn from a qualitative multiple-case study were analyzed to investigate what learner beliefs mediated learner engagement with WCF, and how, as well as whether and to what extent learner bel...
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#1Edd Pitt (UKC: University of Kent)H-Index: 8
#2Lin Norton (Liverpool Hope University)H-Index: 16
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note o...
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#1Katie Dunworth (University of Bath)H-Index: 6
#2Hugo Santiago Sanchez (University of Bath)H-Index: 9
ABSTRACTThis paper reports on the results of an embedded, multiple case study that investigated the views of both lecturers and students on written staff-student feedback in three postgraduate programmes at one UK university. The study sought to uncover how ‘quality written feedback’ is perceived in the higher education environment under investigation. It found that tutors and students were broadly aligned in the features that they identified as constituting quality, which could be categorised w...
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#1Qiandi Liu (NAU: Northern Arizona University)H-Index: 1
#2Dan Brown (NAU: Northern Arizona University)H-Index: 5
Abstract Despite an abundance of research on corrective feedback (CF) in L2 writing, answers to fundamental questions of whether and to what extent various types of CF can promote accuracy remain inconclusive. Reviewers have pointed to the methodological limitations and inconsistencies in the domain; nevertheless, such arguments are largely anecdotal rather than based on systematic inquiry of primary empirical studies. Driven by the gap, this methodological synthesis reviews the state-of-the-art...
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#1Hui-Teng Hoo (NTU: Nanyang Technological University)H-Index: 2
#2Christopher Charles Deneen (University of Melbourne)H-Index: 10
Last. David Boud (UTS: University of Technology, Sydney)H-Index: 77
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Recent growth in research on feedback has focussed on the importance of developing student feedback literacy. That is, the capabilities students need to make good use of feedback processes. To date...
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In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and the...
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#1James Wood (SNU: Seoul National University)H-Index: 1
In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led to a conceptualisation of feedback that considers lear...
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#1Wentao Li (Northeast Normal University)
#2Fuhui Zhang (Northeast Normal University)
Building upon Zimmerman’s socio-cognitive view of self-regulation, we explored EFL (English as a Foreign Language) students’ revision and the likely contribution to revision from three salient self-regulating sources: peer feedback, instructor feedback, and revision goals. Data was obtained from 70 Chinese EFL students in a writing class through a 300-word online writing assignment involving online instructor and peer feedback, free-response revision goals, and a required revision. We closely co...
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#1Laura Ketonen (University of Jyväskylä)H-Index: 1
#2Pasi Nieminen (University of Jyväskylä)H-Index: 7
Last. Markus Hähkiöniemi (University of Jyväskylä)H-Index: 6
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A growing body of research has recognized the importance of students’ having active roles in feedback processes. Feedback literacy refers to students’ understandings of and participation in feedbac...
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#1Ye Han (HIT: Harbin Institute of Technology)H-Index: 7
#2Yueting Xu (Guangdong University of Foreign Studies)H-Index: 9
AbstractAlthough the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback...
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#1David Carless (HKU: University of Hong Kong)H-Index: 34
#2Naomi Winstone (University of Surrey)H-Index: 15
Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the develop...
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