Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English

Published on Jan 1, 2021in Sustainability2.576
· DOI :10.3390/SU13095211
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Abstract
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 their feelings about teacher feedback, peer review and self-review as credible feedback sources. Adopting a qualitative research design, we recruited three teachers together with seven to eight of their students (in total 23 students) from two universities in Northwest China. Data were collected by using focus group interviews and classroom observations. Findings indicated that students relied on teachers to provide informative feedback to help them progress. They also attached limited value to either peer or self-review. Our interview data revealed three possible reasons for students’ devaluation of peers and themselves as feedback sources: insufficient understanding of students’ roles and responsibilities in the feedback process, perceived limited capability and capacity to generate quality feedback; and affective and relational concerns if engaging in the feedback process. These findings highlight the need for teachers to foster student feedback literacy, and hence help them utilize different feedback sources to enhance their learning and sustainable development.
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#1Ye Han (HIT: Harbin Institute of Technology)H-Index: 7
#2Yueting Xu (Guangdong University of Foreign Studies)H-Index: 8
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...
5 CitationsSource
#1Ye Han (HIT: Harbin Institute of Technology)H-Index: 7
#2Yueting Xu (Guangdong University of Foreign Studies)H-Index: 8
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...
11 CitationsSource
#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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#1Elizabeth Molloy (University of Melbourne)H-Index: 30
#2David Boud (Deakin University)H-Index: 77
Last. Michael Henderson (Monash University, Clayton campus)H-Index: 19
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AbstractThere is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual i...
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#1David Carless (HKU: University of Hong Kong)H-Index: 34
ABSTRACTHow students react to and use feedback is an important element of their higher education experience. Within the constraints of mass higher education, effective feedback processes are, howev...
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#1Jiming Zhou (University of Languages and International Studies)H-Index: 2
#1Jiming Zhou (University of Languages and International Studies)H-Index: 21
Last. Joanna Hong-Meng Tai (Deakin University)H-Index: 11
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AbstractStudents’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedb...
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Les autoevaluations sont des outils de formation qui ont le pouvoir d’ameliorer les processus d’autoregulation et d’apprentissage linguistique chez les etudiants des classes de redaction. Bien qu’e...
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#1Jessica To (HKU: University of Hong Kong)H-Index: 5
#2Ernesto Panadero (UAM: Autonomous University of Madrid)H-Index: 26
AbstractPeers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer ...
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#1D ZhangH-Index: 1
#2Jun Lawrence ZhangH-Index: 1
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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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