Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-04-04 DOI:10.1016/j.stueduc.2024.101354

Hanieh Shafiee Rad , Azizullah Mirzaei

{"title":"Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students","authors":"Hanieh Shafiee Rad , Azizullah Mirzaei","doi":"10.1016/j.stueduc.2024.101354","DOIUrl":null,"url":null,"abstract":"<div><p>Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’ awareness of feedback dynamics within the Zone of Proximal Development (ZPD), while engaged in collaborative writing with co-writers. A mixed-methods design was adopted comprising measures of feedback literacy, writing, and resilience before and after the intervention. Semi-structured interviews were also held to probe students’ post-intervention attitudes. Posttest scores and ratings showed significant improvement in the experimental group’s feedback literacy, writing proficiency, and resilience. Further, interviews revealed that feedback literate students developed positive perceptions of feedback processes arising from scaffolded writing and that their enhanced awareness brought them opportunities for engagement, collaboration, graduated scaffolding in the ZPD, and sustained motivation for writing.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"81 ","pages":"Article 101354"},"PeriodicalIF":2.6000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000336","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’ awareness of feedback dynamics within the Zone of Proximal Development (ZPD), while engaged in collaborative writing with co-writers. A mixed-methods design was adopted comprising measures of feedback literacy, writing, and resilience before and after the intervention. Semi-structured interviews were also held to probe students’ post-intervention attitudes. Posttest scores and ratings showed significant improvement in the experimental group’s feedback literacy, writing proficiency, and resilience. Further, interviews revealed that feedback literate students developed positive perceptions of feedback processes arising from scaffolded writing and that their enhanced awareness brought them opportunities for engagement, collaboration, graduated scaffolding in the ZPD, and sustained motivation for writing.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

通过对中级写作学生反馈过程的干预，培养反馈素养、支架式写作和应变能力

最近关于反馈过程的研究认为，通过有效地让学生参与寻找、理解和使用反馈信息，提高学生的反馈素养可以促进支架式学习。本研究考察了社会建构主义反馈素养方法对学生反馈素养发展、支架式学习和复原力的影响。因此，我们在与共同写作者合作写作时，提高了学生对 "最近发展区"（ZPD）内反馈动态的认识。我们采用了一种混合方法设计，包括在干预前后对反馈素养、写作和复原力的测量。此外，还进行了半结构式访谈，以了解学生在干预后的态度。测试后的分数和评价显示，实验组学生的反馈素养、写作能力和抗挫折能力有了显著提高。此外，访谈显示，具备反馈素养的学生对支架式写作中产生的反馈过程产生了积极的看法，他们意识的增强为他们带来了参与、合作、在 ZPD 中分级支架的机会，以及持续的写作动力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.