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

Gan, Zhengdong; An, Zhujun; Liu, Fulan

doi:10.3389/fpsyg.2021.697045

Cited by 31 publications

(25 citation statements)

References 56 publications

(104 reference statements)

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“…Student engagement has no doubt become an important issue in learning and teaching across different education institutions in recent decades (Kahu, 2013 ; Lim, 2017 ; Bao et al, 2021 ; Harris and Leeming, 2021 ; Rahimi and Zhang, in press ). Many studies have shown that student engagement is related to student satisfaction and experience, their learning outcomes and achievements (Pascarella and Terenzini, 2005 ; Carini et al, 2006 ; Lei et al, 2018 ; Teng and Zhang, 2018 , 2020 ; Gan et al, 2021 ). Despite the importance of engaging students in learning, it is a shared concern that, in practice, engaging students is difficult at almost all educational stages (Skinner and Belmont, 1993 ; Taylor and Parsons, 2011 ; Corso et al, 2013 ; Bundick et al, 2014 ; Farr-Wharton et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Zhang

Liu

2021

Front. Psychol.

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Student engagement is an important issue in learning and teaching given its positive effects on students' learning outcomes. Assessment for Learning (AfL), an assessment and pedagogic innovation, if done well, can fully engage students in the learning and assessment process. Adopting a multi-case design, the present study explored how Chinese university English as a Foreign Language (EFL) teachers used AfL to facilitate student engagement in their classrooms and what factors influenced their AfL practices. Three EFL teachers were recruited on a voluntary basis from two universities in Northwest China. Data collected from semi-structed interviews, stimulated recall interviews, and classroom observations suggested that teacher participants demonstrated differed assessment practices, representing Assessment of Learning (AoL), convergent, and divergent AfL, respectively. Three factors: teacher assessment literacy, teachers' beliefs about the relationship between goal orientation and motivation, as well as a trusting relationship between teachers and students, were identified as contributing to teachers' different assessment practices. Our study calls for teacher educators' efforts to equip teachers with necessary assessment-related knowledge and skills, encourage teachers to negotiate learning goals with students, and help teachers establish a trusting environment in their classrooms, if AfL is to be fully embedded in classroom instruction.

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Section: Introductionmentioning

confidence: 99%

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Zhang

Liu

2021

Front. Psychol.

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“…This finding is in line with the previous studies. For example, Gan et al (2021) investigated university students' perceived teacher feedback practices and their feedback experiences in an English studies course context. The results indicated that students reported a high level of teacher feedback use that motivated the students to learn.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Students’ perceptions of lecturers’ motivational strategies and their attitudes towards the English language and an academic English module

Mushaathoni

Cekiso

2022

Literator

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Motivation and students’ attitudes are generally cited as two of the most important factors influencing language-learning performance. Motivation and attitude not only enhance students’ understanding of learning and make them more open to learning, but also raise their expectations of the learning process and lower their anxiety. Therefore, the current study sought to establish the university students’ perceptions of their lecturers’ motivational strategies and their attitudes towards the English language, and the English Academic module. The study was quantitative in nature and a survey research design was followed. A questionnaire was used to solicit data from 150 first-year Foundation students who were conveniently selected. Likert items were used to measure the respondents’ perceptions of their lecturers’ motivational strategies and their attitudes toward the English Language and English Academic module. To analyse data, the most frequent responses are considered by working out percentages that agree, disagree, etc. The findings showed that the students perceived their lecturers as using a range of motivational strategies. These include, but are not limited to, allowing students to ask questions, providing feedback, motivating students to read more material, and praising students for good learning behaviour. The findings further revealed that the majority of students had a positive attitude towards the English language and English Academic module. Lecturers’ motivational strategies and students’ attitudes towards the English language and English Academic module could be perceived as significant considerations for lecturers when they tailor instruction and module design to the needs of the students. In addition, lecturers’ awareness of students’ attitudes can serve as vital information that could be used as a springboard to change the students’ attitudes for the better.

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“…Since the classroom is typically the most convenient and natural setting for giving and receiving responses, it is not surprising that these alternatives did not fare as well in the survey. Because learning is supposedly an apprenticeship and an internalization in which knowledge and abilities are transferred from the social to the cognitive plane, students spend most of class time in the midst of processing (Gan et al, 2021). It appears appropriate to provide feedback, even though some researchers have found that it can slow down students' ability to learn new material, especially when it is corrective.…”

Section: Discussionmentioning

confidence: 99%

Exploring students’ perception towards teachers’ oral feedback in EFL classroom

Anaktototy

Latumeten

2022

CJES

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This research set out to explore how EFL students view oral feedback. Information gathering via questionnaire; descriptive analysis of results. A total of 130 pupils from Ambon's State High School, Grade 10 were included in the analysis. The study found that pupils benefited from teachers' verbal comments on their progress in class. According to the questionnaire data, 90% of students recognized the value of constructive oral criticism as an integral part of the educational process. Students would have a more nuanced understanding of their learning strengths and areas for improvement if they received oral comments. It also revealed that pupils favour doing so in class rather than during break time. It is intended that educators will give proper weight to students' spoken responses to feedback. Keywords: EFL classroom, students’ perception, oral feedback

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

Cited by 31 publications

References 56 publications

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment

Students’ perceptions of lecturers’ motivational strategies and their attitudes towards the English language and an academic English module

Exploring students’ perception towards teachers’ oral feedback in EFL classroom

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