Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons

Zhan, Ying

doi:10.1080/02602938.2018.1557105

Cited by 27 publications

(13 citation statements)

References 39 publications

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“…One of the reasons is that students from this context treated teachers as experts, trusting their feedback ( Yang et al, 2006 ; Zhan, 2019 ). For example, a study revealed that Chinese EFL students used more teacher feedback than peer feedback to improve L2 writing at tertiary education in China because teachers were more professional, experienced, and trustworthy than their peers, but the importance of peer feedback was also recognized by the participants ( Yang et al, 2006 ).…”

Section: Discussionmentioning

confidence: 99%

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

Cheng²,

Chahine³

2022

Front. Psychol.

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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.

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Section: Discussionmentioning

confidence: 99%

“…Another possibility is that students in this context regarded their teachers as authorities, so they were passively guided by the feedback, seldom negotiating, discussing, or clarifying with 10.3389/fpsyg.2022.1047323 their teachers, thus weakening the improving function of teacher feedback (Zhan, 2019).…”

Section: Self-efficacy and English Language Achievementmentioning

confidence: 99%

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

Cheng²,

Chahine³

2022

Front. Psychol.

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“…CHC students exhibit strong avoidance to comment and assess their peers' work due to the fear of destroying the harmonious relationship, provoking conflicts and hurting their friends (Chiu, 2009). For example, face culture hinders the provision of negative comments to peers among Chinese students, particularly voicing criticism and expressing disagreements (Luo & Liu, 2017;Wang, 2016;Zhan, 2019). In addition, CHC students prefer and respect feedback from teachers who are deemed to have a reliable source of knowledge and absolute authority (Li et al, 2010;Pham, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…The activities of rereading, monitoring, evaluating, and revising their own and peers' pieces of work have not only aroused and promoted reflection but also enabled students to externalize their reflective thinking. However, growing up in an authoritarian teaching and learning environment, CHC students are characterized to prefer surface learning approach, rote memorization, and group harmony (Loh & Teo, 2017;Xu & Carless, 2017;Zhan, 2019). This has built cultural barriers for their reflective thinking practice (Zhan & Wan, 2016) that students might demonstrate their inabilities and unwillingness to get engaged in e-PF.…”

Section: Introductionmentioning

confidence: 99%

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Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions

Zhao¹,

Qi²

2022

TESOL Quarterly

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Despite increasing scholarship on learning-oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam-dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with students of limited proficiency. The present case study, therefore, focused on unveiling a language teacher's struggles and strategies when implementing LOA in such an EFL context with limited-proficiency learners, as well as students' perceptions of and engagement with such LOA practices. Analysis of data from classroom observations and semi-structured interviews with the teacher revealed three major LOA implementation endeavors in response to the challenges she faced:(1) breaking down the teacher-student hierarchy to enhance learner autonomy, (2) tailor-making LOA tasks to align with students' cognitive and proficiency levels, and (3) engaging students with interesting ungraded LOA tasks. Results also showed an overall positive attitude among students toward such LOA practices. Theoretical and pedagogical implications were discussed based on such findings, calling for more nuanced implementations of LOA in relation to specific contextual and learner characteristics.

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Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons

Cited by 27 publications

References 39 publications

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

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

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions

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