Johanna Fleckenstein , Thorben Jansen , Jennifer Meyer , Ruth Trüb , Emily E. Raubach , Stefan D. Keller
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引用次数: 0
Abstract
Background
Successful feedback should provide learning goals, evaluate current performance and indicate improvement strategies. Furthermore, feedback can only positively affect student performance if students actively engage with it. Thus, it is necessary to consider the feedback reception process in addition to the feedback information itself.
Aims
This study compares the effects of different types of feedback information on the writing performance of lower secondary students of English as a foreign language (EFL) in a digital learning environment. Behavioral engagement was considered as a mediator of the feedback effect.
Sample
Participants were N = 338 eighth- and ninth-grade EFL students (54.7% female) enrolled in lower-secondary education within the Swiss school system.
Methods
We conducted a web-based randomized-controlled experiment, in which students were randomly assigned to four conditions receiving varying amounts of rubric-based feedback information. We used log data (time on feedback page) as a proxy for their behavioral engagement with the feedback.
Results
Even though writing performance improved substantially across conditions, there were no differential effects of the type of feedback information on performance. However, EFL learners who received individual performance information spent more time with the feedback, especially those with low prior achievement. Mediation analysis showed that the effectiveness of the feedback was mediated by the time spent on the feedback as an indicator of students' behavioral engagement.
Conclusions
Advantages for individual performance feedback over more general information were observed as a function of time spent with the feedback. This finding implies that engagement should be considered in feedback research.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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