国际硕士生寻求反馈的行为对其反馈素养和反馈情境的影响:生态学视角

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Fangfei Li , Ye Han
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引用次数: 0

摘要

以往的研究发现,L2 学生写作时会使用探究和监测来获得反馈,但很少有研究调查寻求反馈行为(FSB)对学生反馈素养及其学习环境的影响。为了解决这些问题,本研究从生态学的角度出发,探讨了两名国际硕士生在英国学术环境中自我主动寻求反馈的行为。对访谈记录的定性数据分析显示,两名学生都主动寻求反馈,尽管反馈的来源不同(同伴反馈与教师反馈)。当他们选择从自己喜欢的渠道寻求反馈时,他们创造了更多的学习机会,这反过来又提高了他们寻求和使用反馈的意愿,激发、评估反馈和判断自己作品的能力,以及对反馈和评估的认识。在寻求反馈的过程中,他们还能与更多的反馈互动者建立联系,接触到更多的人工制品,从而培养出一个具有更丰富功能的、更具支持性的反馈生态。我们发现,FSB 促进了学生反馈素养的渐进但不平衡的发展,FSB 引发了反馈情境的变化,这为我们了解 FSB、学生反馈素养和反馈生态之间的密切关系提供了新的视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective

Previous research has found that L2 student writers use inquiry and monitoring to elicit feedback, but few studies have investigated the impact of feedback seeking behaviours (FSB) on student feedback literacy and their learning contexts. To address these issues, the current study drew on an ecological perspective to explore two international master's students' self-initiated FSB in the UK academic environment. Qualitative data analysis of interview transcripts revealed that both students proactively sought feedback, albeit from distinct sources (i.e., peer feedback vs. teacher feedback). As they chose to seek feedback from their preferred sources, they created greater learning opportunities, which in turn enhanced their dispositions to seek and use feedback, capabilities of eliciting, evaluating feedback and judging their own work, and knowledge about feedback and assessment. The process of seeking feedback also enabled them to construct connections with a wider range of feedback interactants, access more artefacts, and therefore cultivate a more supportive feedback ecology with richer affordances. The uncovered incremental but unbalanced development of student feedback literacy facilitated by FSB, as well as the changes of feedback contexts induced by FSB, provides new insights into the close relationship between FSB, student feedback literacy, and feedback ecology.

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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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