Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy

Gan, Zhengdong; Hu, Guangwei; Wang, Wenjiao; Nang, Honghan; An, Zhujun

doi:10.1080/02602938.2020.1810628

Cited by 23 publications

(21 citation statements)

References 55 publications

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“…The questionnaire included three subscales: (1) Verification feedback, (2) Facilitative feedback, and (3) Praise. Items in the questionnaire were adapted from Gan et al ( 2019a ), Gan et al ( 2020 ) and Guo ( 2020 ). Two English Studies course teachers were invited to offer comments on the suitability of the subscales and those items that were used to measure teacher feedback practices in English Studies course settings.…”

Section: Methodsmentioning

confidence: 99%

“…Perceived usefulness measures the extent to which feedback helps students understand whether and where they need to improve and what needs to be done to improve; Interest in feedback describes the level of enjoyment in specific feedback activities. Items on these subscales were adapted from Gan ( 2020 ) and Gan et al ( 2020 ).…”

Section: Methodsmentioning

confidence: 99%

“…One recent exception is that Adams et al ( 2020 ) identified a model in which relationships between students' perceptions of feedback and their educational attainment were mediated by academic self-efficacy. Gan et al ( 2020 ) examined Chinese university students' feedback behavior and preference in academic English course settings and their relations to English language self-efficacy. Gan et al found that students were more likely to act on teacher feedback than to proactively seek feedback, and that English language self-efficacy had a significant influence on both feedback behavior and preference.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Gan

Liu

2021

Front. Psychol.

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In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Gan

Liu

2021

Front. Psychol.

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“…To date, studies that adopted the English Self-Efficacy Questionnaire showed that students' English language self-efficacy influenced their use SRL (e.g., Wang and Bai, 2017). English language self-efficacy was also found to positively influence students' feedback preferences and behavior in academic English course settings (Bai and Wang, 2020;Gan et al, 2020). In the existing studies on learners' use of information and communication technologies, however, selfefficacy tends to be operationalized as students' confidence in their ability to select appropriate technological solutions and utilize the chosen technologies effectively to meet learning needs (Lai and Gu, 2011).…”

Section: Self-efficacymentioning

confidence: 99%

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

An¹,

Wang²,

et al. 2021

Front. Psychol.

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This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

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“…Wiegel et al [10] have studied the key technologies of personalized English learning system, including classification of English sentence reading difficulty, and proposed a text retrieval ranking model based on multiple similarities. e online English learning system developed by Gan et al [11] proposes the concept of setting diagnostic checkpoints, which is a relatively primitive diagnostic system. In 2014 alone, there were more than 10,000 papers on English learning on CNKI.…”

Section: Related Workmentioning

confidence: 99%

The Realization of Intelligent Algorithm of Knowledge Point Association Analysis in English Diagnostic Practice System

Zhang

2021

Complexity

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This paper first conducts knowledge point association analysis on a large amount of data collected in practical applications. Data mining includes data collection, data preprocessing, actual mining, and result analysis, establishes knowledge point association rules table, and develops college English diagnostic practice system. Then, starting from the existing paper composition mode of the system, the knowledge point association rule table is introduced, and the knowledge point association relationship mining model is constructed using the association rule algorithm to explore the potential influence relationship between different knowledge points that affect the improvement of learning quality. Finally, the data collected when the system is used is preprocessed, and the three dimensions of learning status evaluation, question-type association analysis, and college English score prediction are, respectively, modeled. Finally, after combining these submodels, a relatively complete and reliable diagnosis is obtained by evaluation model and related verification.

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Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy

Cited by 23 publications

References 55 publications

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

The Realization of Intelligent Algorithm of Knowledge Point Association Analysis in English Diagnostic Practice System

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