Feedback behaviour and preference in university academic English courses
Associations with English language self-efficacy
Bibliographic Data
| ID | 19379679 |
|---|---|
| Authors | Zhenkun Gan (0000-0003-0600-745X, Faculty of Education, University of Macau, Macau, China, corresponding author), G Hu (0000-0002-2297-4784, Hong Kong Polytechnic University), Hu Guangwei (0000-0003-1303-363X, Hong Kong Polytechnic University), Wenjiao Wang (0000-0003-2637-2016, Faculty of Education, University of Macau, Macau, China), Honghan Nang (0000-0002-2887-7440, China Pharmaceutical University), Zhujun An (0000-0003-4679-1082, Faculty of Education, University of Macau, Macau, China) |
| Year | 2021 |
| Volume | 46 |
| Issue | 5 |
| Pages | 740-755 |
| Publication date | 2021-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2020.1810628 |
| OpenAlex | W3080663460 |
| Language | EN |
| Citations received | 8 |
| References cited | 57 |
While there has been much research detailing how English as a foreign language (EFL) students attending English for academic purposes (EAP) courses struggle with a wide array of challenges when adjusting to university English-medium instruction, how these students use feedback to self-regulate their academic English learning and what contributes to or hinders this remain unknown. This study investigates Chinese university students’ feedback behaviour and preferences in academic English course settings and their associations with English language self-efficacy within the context of recent feedback research in higher education. Apart from a dominant preference for teacher evaluative feedback, the students were found to be more likely to act on teacher feedback than to proactively seek feedback. English language self-efficacy was also shown to have significant influence on both feedback behaviour and preference. In the light of these results, this paper argues for a pressing need to extend the notion of feedback in academic English courses from viewing it as information transmission or ‘telling’ to recognising it as an iterative process whereby students make sense of information from various sources and use it to enhance their academic English learning
Corrective Feedback · English for academic purposes · English language · Foreign language · Higher education · Mathematics education · Pedagogy · Peer feedback · Preference · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Recapitulation on the effect of cross-cultural awareness and self-efficacy in education
EFL student engagement with giving peer feedback in academic writing
Reading motivation and learning strategies among Chinese EFL learners
Providing web-based feedback in distance language education
Translation students’ peer feedback for learning English for Specific Purposes (ESP). Findings from a case study in Lithuania
I can do it
Unraveling the Path to Success
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Disciplinary discourses
Student engagement with teacher written corrective feedback in EFL writing
Getting the Message Across
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies
Why EAP is necessary
Academic emotions in written corrective feedback situations
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Conceptualizing feedback literacy
Do Secondary L2 Writers Benefit from Peer Comments?
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Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
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Social Cognitive Theory in Cultural Context
Attaining Self-Regulation
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Eva Kartchava
The provision of student support on English Medium Instruction programmes in Japan and China
Raising language awareness in peer interaction
Effectiveness and relevance of feedback in Higher Education
Feedback
Assessment for learning
Researching feedback dialogue
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Language learning strategies of Indonesian primary school students
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
The development of student feedback literacy
English language education in East Asia
Understanding English speaking difficulties
Validating the Instruments to Measure ESL / EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies
Negotiating Participation and Identity in Second Language Academic Communities
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts
The Power of Feedback
Potential Cultural Resistance to Pedagogical Imports
Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information
Formative assessment and self-regulated learning
Grade integrity and the representation of academic achievement
Feedback
Back-Translation for Cross-Cultural Research
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |