Conventional or Sustainable? Chinese University Students' Thinking about Feedback Used in Their English Lessons

Autor/in	Zhan, Ying
Titel	Conventional or Sustainable? Chinese University Students' Thinking about Feedback Used in Their English Lessons
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 7, S.973-986 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhan, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1557105
Schlagwörter	Foreign Countries; Student Attitudes; Feedback (Response); Teacher Student Relationship; Group Dynamics; Confucianism; Cultural Context; Asians; Power Structure; Language Teachers; Second Language Instruction; English (Second Language); Student Journals; Teacher Role; Peer Evaluation; Student Evaluation; Positive Reinforcement; Student Improvement; Self Efficacy; Self Concept; Peer Relationship; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendynamik; Konfuzianismus; Asian; Asiat; Asiatin; Asiaten; Asiate; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Studentenzeitung; Lehrerrolle; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Peer-Beziehungen; Hongkong
Abstract	Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors' feedback practice as well as students' past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students' complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01