Perceived teacher feedback practices, student feedback motivation and engagement in English learning
A survey of Chinese university students
Dados Bibliográficos
| ID | 21196705 |
|---|---|
| Autores | Zhenkun Gan (0000-0003-0600-745X, University of Macau, autor correspondente), Xianrong Wang (0000-0002-7940-909X, Anqing Normal University) |
| Ano | 2025 |
| Volume | 16 |
| Fascículo | 1 |
| Páginas | 455-476 |
| Data de publicação | 2025-01-29 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Applied Linguistics Review (JOURNAL) |
| Identificadores do periódico | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2023-0136 |
| OpenAlex | W4391655635 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 49 |
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course ( N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context
Mathematics education · Pedagogy · Peer feedback · Student engagement · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
L2 Writing Teachers’ Emotion Regulation in Feedback Provision
Low-Proficiency Students’ Cognitive and Affective Engagement with Combined Audio and Indirect Written Feedback in an EFL Writing Class
Development and validation of the English as a foreign language reading engagement questionnaire
Results of Applying a Formative and Shared Assessment Protocol in the Preparation of Final Year Projects in Teacher Education
Motivational regulation strategies profiles of Chinese secondary English learners
The role of feedback self-efficacy in student feedback engagement
Excellence in University Assessment
Feedback in Second Language Writing
The feedback triangle and the enhancement of dialogic feedback processes
Epilogue
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Facilitating productive use of feedback in higher education
Sugaring the pill
Feedback and Self-Regulated Learning
The effects of feedback on achievement, interest and self-evaluation
Beyond ‘doing time’
Motivational Beliefs, Values, and Goals
Intrinsic and extrinsic motivation from a self-determination theory perspective
Focus on Formative Feedback
Expectancy–Value Theory of Achievement Motivation
Disciplinary perspectives on feedback processes
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context
Natural rates of teacher praise in the classroom
Mirror, mirror on the wall
Beyond feedback
Promoting student engagement with feedback
Rethinking models of feedback for learning
What matters for productive feedback? Disciplinary practices and their relational dynamics
Strategies for using feedback students bring to higher education
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Effects of feedback intervention on performance
The development of student feedback literacy
The Power of Feedback
Formative assessment and self-regulated learning
It'd be useful, but I wouldn't use it
Feedback
Examining students' feedback engagement and assessment experiences
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 6 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |