Mediating Factors in the Process of Chinese Students Integrating Teacher Feedback into Revision Practice in UK Higher Education
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摘要
In research of feedback, despite increasing attention to students’ agency in their engagement with teacher feedback, little research has been conducted to explore mediating factors that may influence the process whereby L2 students apply teacher feedback into writing and revision practice in a foreign pedagogical setting. The exploratory qualitative study reported in this paper sought to explore the feedback experiences of a group of Chinese students at a UK university from their own perspectives, and to contribute to uncovering the mediators that affect their decision-making in response to teacher feedback in this pedagogical context. The data were collected through semi-structured interviews with five Chinese postgraduate students studying at a UK university, and were analysed thematically. The research identified three key mediators influencing the process that students apply teacher feedback into practice, namely, 1) ability to critically analyse inputs in contexts, 2) level of students’ linguistic and academic-based knowledge and 3) proactivity. The students’ accounts revealed through this study enrich the current understanding of the complex realities of overseas student engagement with feedback in a host setting and the inconsistencies that exist between what is presented as teacher feedback and what students interpret.
关键词
teacher feedback; mediators; student agency; study abroad
报告人
李 李芳菲
东华大学

稿件作者
李 李芳菲 东华大学
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重要日期
  • 会议日期

    10月16日

    2020

    10月18日

    2020

  • 09月05日 2020

    报告提交截止日期

  • 10月08日 2020

    摘要截稿日期

  • 10月08日 2020

    摘要录用通知日期

  • 10月14日 2020

    初稿截稿日期

  • 10月14日 2020

    初稿录用通知日期

  • 10月18日 2020

    注册截止日期

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中国英汉语比较研究会英语教学研究分会
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北京师范大学
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