Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation

Abstract

This study investigated the impact of various types of oral feedback on self-regulated language learning. The participants were 114 s-year high school students. A mixed-methods approach was used for data collection, including: (1) a questionnaire reporting retrospective perceptions of feedback received in lower secondary school; (2) a questionnaire recording current feedback experiences in high school; and (3) a follow-up questionnaire ranking ideal feedback types and assessing the perceived frequency of feedback use. Longitudinal path modeling revealed that proficiency influenced students' recognition of different types of feedback in both junior high and high school. Students indicated a preference for praise while expressing a dislike for self-correction. Notably, a greater discrepancy between students' preferred and actual feedback predicted English language achievement, driven primarily by discrepancy between students' desire for correction and their perceived reality. Open-ended responses acknowledged the role of self-correction in learning, but emphasized a preference for praise. These findings highlight a misalignment between students’ preferences and instructional practices. While this discrepancy may influence learning outcomes, it also appears to predict them.