Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing

IF 4.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment & Evaluation in Higher Education Pub Date : 2022-12-18 DOI:10.1080/02602938.2022.2157795

A. Tam, Gigi Kai Yin Auyeung

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引用次数: 1

Abstract

Abstract Substantial research indicates that students’ beliefs mediate learning strategies. Nevertheless, students’ strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students’ strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students’ actions when a feedback intervention was implemented to facilitate students’ use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students’ strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed.

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探讨学生的策略相关信念及其对二语写作反馈策略的中介作用

大量研究表明，学生的信念对学习策略具有中介作用。然而，学生对反馈的策略相关信念及其对根据反馈采取行动的策略的调解尚未得到充分解决。本案例研究旨在研究:(1)学生对二语写作中反馈的策略相关信念;(2)当实施反馈干预以促进学生使用反馈策略时，信念如何调节学生的行为。数据收集自半结构化访谈和反思性期刊，受访者为在香港一所高等教育学院就读副学士课程的10名一年级学生。学生对反馈的策略相关信念包括对策略的评估:(1)理解反馈，(2)解决需要改进的地方，(3)寻求反馈，(4)实施反馈。九名参与者采用了更全面的策略，根据与策略相关的信念相一致的反馈采取行动。然而，一位参与者不欣赏和使用反馈。讨论了教学意义。

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