Understanding the role of students’ reflections in their uptake of teacher written feedback

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xiaodong Zhang
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引用次数: 0

Abstract

This study reports on the role of students’ reflections in their teacher written feedback. Informed by a qualitative case study approach, this study collected data from 18 students across a semester of an English-as-a-foreign language writing course at a university in China. In the course, teacher written feedback and students’ reflections were both informed by writing as a meaning-making process. The data sources included 72 pieces of student essays, 144 pieces of reflection written by the students, and post-semester interviews with the students. The study showed that engaging students in writing reflections was helpful for developing their knowledge of writing, although the process somewhat followed a zigzag trajectory. The exercise helped them transcend their previous knowledge repertoires, thereby assisting them in critically understanding their revision process and refining their knowledge of writing in response to the teacher’s written feedback. In particular, the students felt that the meaning-making-based reflections provided clear and accessible layers for them to understand the close relationship between language and content. As such, the students felt that they were able to harness their reflections as a written venue through which they could critically digest the teacher’s written feedback and develop their knowledge of writing as a meaning-making process while dialoguing with their instructor.

理解学生的反思在吸收教师书面反馈中的作用
本研究报告了学生的反思在教师书面反馈中的作用。本研究采用定性案例研究的方法,收集了中国一所大学英语写作课程一学期的18名学生的数据。在课程中,教师的书面反馈和学生的反思都是通过写作作为一个意义形成过程来进行的。数据来源包括72篇学生论文、144篇学生的反思以及对学生的学期后采访。研究表明,让学生参与写作反思有助于发展他们的写作知识,尽管这个过程在某种程度上遵循着曲折的轨迹。这项练习帮助他们超越了以前的知识库,从而帮助他们批判性地理解自己的复习过程,并根据老师的书面反馈完善自己的写作知识。特别是,学生们觉得基于意义制造的思考为他们理解语言和内容之间的密切关系提供了清晰易懂的层次。因此,学生们觉得他们能够将自己的反思作为一个书面场所,通过这个场所,他们可以批判性地消化老师的书面反馈,并在与老师对话的同时,将写作知识发展为一个意义创造的过程。
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
CiteScore
6.90
自引率
6.50%
发文量
90
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.
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