Classroom Feedback Practices and Students' Learning Motivation: Experiences of English as a Foreign Language (EFL) Students

Autor/inn/en	Gan, Zhengdong; He, Jinbo; Liu, Fulan; Xie, Qing
Titel	Classroom Feedback Practices and Students' Learning Motivation: Experiences of English as a Foreign Language (EFL) Students
Quelle	In: Applied Language Learning, 30 (2020) 1-2, S.18-40 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Oral Language; Feedback (Response); Universities; Teaching Methods; Error Correction; Student Evaluation; Foreign Countries; Teacher Student Relationship; Language Teachers; Educational Assessment; Learning Motivation; Self Evaluation (Individuals); Learning Processes; Instructional Innovation; Undergraduate Students; Factor Analysis; Structural Equation Models; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Schulnote; Studentische Bewertung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Education; assessment; Bewertungssystem; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Educational Innovation; Bildungsinnovation; Faktorenanalyse
Abstract	Although substantial research has examined how teachers respond to students' linguistic errors, the motivational influence of feedback practices in foreign language education has received relatively little attention. Drawing on recent feedback theories of educational assessment (e.g., Hattie & Timperley, 2007; Carless, 2017) and second language acquisition (e.g., Bitchener & Storch, 2016; Ferris, 2007, 2010; Lyster & Ranta, 2013; Yu & Lee, 2016), this study investigates what feedback practices university English as a foreign language (EFL) students experience, and how the feedback experiences relate to their motivation in learning English. Four hundred and seventy four (n=474) second-year students in the English language education program of four universities in China participated in the study. Data analysis shows four types of classroom feedback: (1) learning process-oriented; (2) teacher oral corrective; (3) teacher written evaluative; and (4) student self-feedback. Whereas participants reported teacher oral corrective feedback and written evaluative feedback as most frequent, student self-feedback and learning process-oriented feedback proved to be the best predictors of students' success as well as reinforcing positive attitudes towards English language instruction. The results suggest that not all types of classroom feedback practices are equally influential. The findings have important implications for EFL teachers who may innovate effective feedback to enhance student learning motivation in EFL classrooms. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01