From Feedback-as-Information to Feedback-as-Process: A Linguistic Analysis of the Feedback Literature

Autor/inn/en	Winstone, Naomi; Boud, David; Dawson, Phillip; Heron, Marion
Titel	From Feedback-as-Information to Feedback-as-Process: A Linguistic Analysis of the Feedback Literature
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 2, S.213-230 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Naomi) ORCID (Boud, David) ORCID (Dawson, Phillip) ORCID (Heron, Marion)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1902467
Schlagwörter	Feedback (Response); Journal Articles; Educational Research; Higher Education; Language Usage; Definitions + Suchen Sie Ihr Suchwort? Journal article; Zeitschriftenaufsatz; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Begriffsbestimmung
Abstract	Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of information to students about their work has been substantially challenged and learning-centred views have been articulated. This paper employs a corpus linguistics approach to analyse the use of the term 'feedback' in research articles published in key higher education journals on the topic over two five-year periods: 2009-2013 and 2015-2019. Analysis focused on the most common noun modifiers of 'feedback' and nouns modified by 'feedback', verbs with 'feedback' as the object, possessors of 'feedback', and prepositions representing an action or concept on or with 'feedback'. Whilst the analysis demonstrated that transmission-focused conceptions dominate publications on feedback, linguistic signifiers of a shift over time in representation of feedback away from a transmission-focus towards a learning-focus were evident within each grammatical relation category. The data indicate that the term 'feedback' is used by different authors to refer to very different representations of the concept, and the paper proposes that greater clarity in the representation of feedback is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01