Writing, responding, and relationships: Factors influencing German university students' perceptions of the educational alliance and the resulting impact on feedback effectiveness in english language writing.

Autor/in	Weiss, Stacy
Titel	Writing, responding, and relationships: Factors influencing German university students' perceptions of the educational alliance and the resulting impact on feedback effectiveness in english language writing.
Quelle	Koblenz; Landau: Universität Koblenz-Landau (2022), 188 S. PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit Dissertation, Universität Koblenz-Landau, Campus Koblenz, 2022.
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:kola-23502
Schlagwörter	Dissertation; Englisch; Englischunterricht; Fremdsprache; Student; Hochschule; Hochschulunterricht; USA; Textproduktion; Feedback; Textproduktion; Fremdsprache; Englisch; Englischunterricht; Schreibkompetenz; Hochschulunterricht; Dissertation; Hochschule; Student; USA
Abstract	Instructor feedback on written assignments is one of the most important elements in the writing process, especially for students writing in English as a foreign language. However, students are often critical of both the amount and quality of the feedback they receive. In order to better understand what makes feedback effective, this study explored the nature of students´ assessments of the educational alliance, and how their receptivity to, perceptions of, and decisions about using their instructors´ feedback differed depending on how strong they believed the educational alliance to be. This exploratory case study found that students not only assessed the quality of the educational alliance based on goal compatibility, task relevance, and teacher effectiveness, but that there was also a reciprocal relationship between these elements. Furthermore, students´ perceptions of the educational alliance directly influenced how they perceived the feedback, which made the instructor´s choice of feedback method largely irrelevant. Stronger educational alliances resulted in higher instances of critical engagement, intrinsic motivation, and feelings of self-efficacy. The multidirectional influence of goal, task, and bond mean that instructors who want to maximize their feedback efforts need to attend to all three. (Orig).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2023/1