Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students

IF 2.1 2区文学 N/A LANGUAGE & LINGUISTICS Applied Linguistics Review Pub Date : 2024-02-09 DOI:10.1515/applirev-2023-0136

Zhengdong Gan, Xianrong Wang

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Abstract

Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.

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中国大学生对教师反馈做法、学生反馈动机和英语学习参与度的看法调查

本研究借鉴了教育评估和心理学中有关反馈的最新理论，旨在探讨教师反馈实践感知、学生反馈动机和英语学习参与度之间的联系。764 名中国大学生参加了本研究，他们都是高等院校英语提高班的学生（人数 = 764；年龄：M = 19.45，SD = 0.88；女生占 57.3%）。学生们填写了调查问卷，以了解他们对教师反馈做法、反馈动机和参与度的看法。研究发现，脚手架反馈、验证反馈和批评能显著预测学生的反馈动机。反馈乐趣能明显预测学生的反馈参与度，但在感知反馈有用性和反馈参与度之间没有积极的显著关系。间接效应检验提供了实证证据，证明在大学英语提高课程中，学生反馈动机对教师反馈对学生反馈参与度的影响具有中介作用。

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