Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-12-17 DOI:10.1016/j.stueduc.2024.101430

Haitao Chen , Guangwei Hu

{"title":"Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing","authors":"Haitao Chen , Guangwei Hu","doi":"10.1016/j.stueduc.2024.101430","DOIUrl":null,"url":null,"abstract":"<div><div>This study adopted a mixed-methods design to examine how feedback givers’/receivers’ affective, behavioral and cognitive engagement with peer feedback were related to each other. One hundred and twenty-four English-major sophomores, purposively sampled based on their English proficiency and willingness to participate, responded to questionnaires administered at the beginning and the end of a 16-week writing course to gauge their engagement with peer feedback. Eight of them participated in stimulated recalls conducted to explore, in depth, the relationships among types of engagement with peer feedback. Analyses of the questionnaire data revealed significant positive and negative correlations of varying strength among different types of engagement for feedback givers and receivers. Analyses of the stimulated recalls yielded further evidence that feedback givers’/receivers’ behavioral, cognitive and affective engagement were interrelated in complex ways. These findings have pedagogical implications for the enhancement of students’ engagement with peer feedback in similar contexts.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"84 ","pages":"Article 101430"},"PeriodicalIF":2.6000,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24001160","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study adopted a mixed-methods design to examine how feedback givers’/receivers’ affective, behavioral and cognitive engagement with peer feedback were related to each other. One hundred and twenty-four English-major sophomores, purposively sampled based on their English proficiency and willingness to participate, responded to questionnaires administered at the beginning and the end of a 16-week writing course to gauge their engagement with peer feedback. Eight of them participated in stimulated recalls conducted to explore, in depth, the relationships among types of engagement with peer feedback. Analyses of the questionnaire data revealed significant positive and negative correlations of varying strength among different types of engagement for feedback givers and receivers. Analyses of the stimulated recalls yielded further evidence that feedback givers’/receivers’ behavioral, cognitive and affective engagement were interrelated in complex ways. These findings have pedagogical implications for the enhancement of students’ engagement with peer feedback in similar contexts.

查看原文本刊更多论文

探讨学生的情感、行为和认知参与与同伴英语写作反馈的关系

本研究采用混合方法设计，考察反馈给予者/接受者对同伴反馈的情感、行为和认知参与如何相互关联。124名英语专业的大二学生，根据他们的英语熟练程度和参与意愿，有目的地进行了抽样调查，他们在为期16周的写作课程开始和结束时填写了问卷，以评估他们对同伴反馈的参与程度。其中8人参与了刺激回忆实验，该实验旨在深入探索参与类型与同伴反馈之间的关系。对问卷数据的分析显示，不同类型的反馈给予者和接受者的投入强度之间存在显著的正相关和负相关。对受刺激回忆的分析进一步证明，反馈给予者/接受者的行为、认知和情感参与以复杂的方式相互关联。这些发现对在类似情境下提高学生对同伴反馈的参与度具有教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.