Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-08-10 DOI:10.1016/j.stueduc.2024.101391

Jing Li , Lianjiang Jiang

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引用次数: 0

Abstract

This longitudinal case study investigates three EFL learners’ engagement changes with peer feedback giving from affective, behavioral and cognitive perspectives over an academic year. Data were collected from multiple sources, including learners’ texts, feedback messages, open-ended questionnaire, stimulated recalls, and semi-structured interviews. The findings show that the three dimensions of learner engagement with peer feedback giving interacted with each other dynamically during the academic year. While learners’ positive affective engagement promoted their cognitive and behavioral engagement, their negative feelings did not necessarily restrain the enhancement of the other two aspects. In turn, learners’ cognitive and behavioral engagement could either promote or hinder their affective engagement. This study advances our understanding of the multifaceted and dynamic nature of learner engagement with peer feedback giving. It provides pedagogical implications for writing educators to develop teaching strategies to promote learner engagement and maximize learning opportunities in the feedback giving process.

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了解 EFL 写作中学习者参与同伴反馈的变化：纵向研究

本纵向案例研究从情感、行为和认知角度，调查了三名英语学习者在一学年中参与同伴反馈的变化。数据收集来自多个渠道，包括学习者的文本、反馈信息、开放式问卷、激励回忆和半结构式访谈。研究结果表明，在这一学年中，学习者参与同伴反馈的三个维度是动态互动的。虽然学习者的积极情感参与促进了他们的认知和行为参与，但他们的消极情绪并不一定会抑制其他两个方面的提升。反过来，学习者的认知和行为参与也会促进或阻碍他们的情感参与。这项研究加深了我们对学习者参与同伴反馈的多面性和动态性的理解。它为写作教育工作者提供了教学启示，帮助他们制定教学策略，在反馈过程中促进学习者的参与并最大限度地增加学习机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.