Chinese university students’ conceptions of feedback and the relationships with self-regulated learning, self-efficacy, and English language achievement

Abstract

In China, under the influence of examination-driven culture and teacher-centered ways of learning, students’ self-regulated learning (SRL) capabilities, self-efficacy, and actual English proficiency are greatly hindered. Given this situation, the Chinese Ministry of Education has promulgated the use of formative assessment in the College English curriculum at the tertiary level since 2004. Feedback, as an integrated part of formative assessment, takes up the largest proportion of the Chinese College English classroom assessment and intends to facilitate SRL and learning. However, whether feedback could facilitate students’ SRL and learning has not been fully investigated in this context in China. Therefore, this study first explored how students self-reported their conceptions of feedback, SRL, and self-efficacy, and second, the relationships among these constructs and their English language achievement in the College English course. A questionnaire was used to collect data on students’ conceptions of feedback, SRL, self-efficacy, and self-perceived English language proficiency. Their English test scores as an indicator of English language achievement were also collected. A total of 538 participants from a university in Northern China participated in this study. Data were analyzed using descriptive statistics, exploratory factor analyses, Pearson correlation analyses, and multiple regression analyses. The results found that Chinese students from the College English course reported a high level of conceptions of teacher and peer feedback, SRL, and self-efficacy, yet a low level of Teacher/Peer Feedback Ignored. For the relationships among these variables, students’ conceptions of feedback contributed to SRL and self-efficacy. Besides, self-efficacy was found to be the strongest predictor for self-perceived English language proficiency and standardized English test scores, both indicators for English language achievement. From the theoretical perspective, this study addressed the research gap in the literature by examining four constructs together, that is, students’ conceptions of feedback, SRL, self-efficacy, and English language achievement within a university context in China. From the pedagogical angle, the results can also support teachers in their feedback practices to facilitate students’ SRL, self-efficacy, and learning.

Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability?

“…The process begins with the individual setting job goals that he wants to achieve in the future; then the individual takes actions that lead to getting the job, such as seeking information to get a job, attending training to improve job skills, discussions with professionals who understand the characteristics of the desired job. This finding is supported by several researchers who also believe in the importance of self-regulation in increasing employability [35], [47].…”

“…Finally, we propose self-efficacy as another internal factor that contributes to increasing employability. Self-efficacy will increase individual confidence about the level of self-success when facing certain situations [34], [35]. Self-efficacy is a cognitive mechanism that encourages and influences behavior to achieve the goals it has set [36].…”

Unraveling the Path to Success: Exploring Self-Regulated Language Learning among Chinese College EFL Learners

“…Research consistently indicates that well-structured and timely feedback, whether from teachers, peers, or technology-assisted systems, facilitates learners' self-regulation, motivation, and language proficiency development. Furthermore, feedback appears to be closely intertwined with learners' self-efficacy beliefs, affecting their confidence and willingness to engage in self-regulated language learning practices (Lu et al, 2022).…”

How Chinese Undergraduate Students’ Perceptions of Assessment for Learning Influence Their Responsibility for First-Year Mathematics Courses

“…In China, AFL has a certain preparation for pedagogical interventions in the field of English. For instance, one study used a quantitative method to explore the relationships among students' conceptions of feedback, self-regulation, self-efficacy, and language achievement [57]. However, few studies have investigated the role of perceptions of these types of activities or strategies in mathematics education, especially in higher education.…”