Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-27 DOI:10.1016/j.learninstruc.2024.102022

Danielle N. Berry , Molly L. Taylor , Korinthia D. Nicolai , Alison C. Koenka , Nicole Barnes , Luciana C. de Oliveira , Sharon Zumbrunn

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引用次数: 0

Abstract

Background

To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.

Aims

We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.

Methods

We systematically reviewed 138 empirical reports.

Results

We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.

Conclusions

The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.

查看原文本刊更多论文

K-20 环境中多语言和单语言学习者对阅读和写作反馈的看法：系统回顾

背景为了成为熟练的阅读者和写作者，多语种和单语种学习者都必须接受反馈--这是取得学习和激励成果的先决条件。鉴于反馈对有效识字学习的重要性，学生对识字反馈的看法是影响反馈吸收的关键因素。结果我们介绍了反馈感知的描述性特征、共同概念化和操作化，以及反馈感知结果的主题。最后，我们讨论了学生的读写反馈感知如何与基于研究的读写反馈实践相比较，反馈感知如何融入现有的读写和反馈理论框架，以及学生身份，尤其是多语种学习者的身份如何在学生反馈感知中发挥作用。此外，随着学业的进展，学生的反馈感知变得更加消极和挑剔。最后，学生，尤其是多语种学习者，对教师提供的书面、音频和视频形式的反馈持有积极的看法。

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

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

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.