Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback

Nanin Verina Widya Putri, A. Munir, S. Anam
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引用次数: 5

Abstract

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.
英语课堂上学生对教师反馈的感知及其反馈后的自主学习
教师的反馈是帮助学生提高英语水平的有用信息。它帮助学生了解他们在英语学习中的弱点和长处。然而,学生对教师反馈的看法可能与教师的意图不同。本研究调查了学生在英语课堂上对教师反馈的看法,并调查了他们在收到反馈后的自我调节学习。这是一项描述性的定性研究,涉及十名高中英语学生,通过在线交流使用半结构化访谈问题。随后,通过对学生对教师反馈的看法及其自主学习的主题分析,对数据进行了转录和定性分析。研究结果表明,学生认为教师的反馈有积极的和消极的两种。在收到老师的反馈后,学生们发展了他们的自主学习,如在英语学习中设定目标、监控、自我激励、寻求帮助、采纳和自我评估。本研究对英语教师和教育工作者在英语课堂评估中提高反馈质量提供了启示。
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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