Full Description
Fangfei Li investigates L2 international students' engagement with teacher feedback in the UK higher education system. She focuses on Chinese students studying at a UK university and explores their engagement with the feedback from local teachers and the factors which influence their participation and engagement.
Offering numerous illustrative examples of how students transformed their understanding of feedback into revision practices, Li explores how the students' feedback literacy is identified. The rich qualitative interview and textual data presented in this book highlight the situated and multifaceted nature of student feedback literacy. The data also demonstrate the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and how to adjust instruction and feedback practice accordingly, to foster their students' success in higher education.
This book is essential for researchers and research students in education, applied linguistics, especially feedback fields, and English for academic purposes (EAP) educators and university lecturers who work with international students and use feedback as a teaching device.
Contents
Lists of figures
List of tables
Chapter 1. Introduction
Feedback in learning
My Story: An experience with teacher feedback
Feedback contexts in the higher education of China and UK
Understanding L2 Chinese students' engagement with teacher feedback in UK HE
Overview of the study
Methodological approach
Setting
Recruitment of participants
Data collection
Data analysis
Data reporting
Ethical issues and dilemmas
Book structure
Chapter 2. Literature review
Theoretical frameworks guiding feedback
Transmissive view
Social constructivism
Sociocultural perspective
Sociomaterial perspective
Student engagement with teacher feedback
Defining engagement with teacher feedback
Components of engagement with teacher feedback
Interplay among affective, cognitive, and behavioural engagement
Factors influencing students' engagement with teacher feedback
Epistemological stance
Interpersonal factors
Contextual factors
Student Feedback Literacy
Student Feedback Literacy: Theoretical development
The Landscape of L2 Disciplinary Writing and Feedback
Feedback Literacy in L2 Disciplinary Writing
Chapter conclusion
Chapter 3. Students' engagement with teacher feedback in the UK HE
Affective engagement
Students' mixed emotions in response to the first piece of written feedback
Students' conflicting emotions towards affirmation in feedback
Students' conflicting emotions towards criticism in feedback
Cognitive engagement
Incomprehension of feedback information
Need for contextualised feedback
Learning from feedback about academic writing conventions
Associating feedback with future learning
Behavioural engagement
Transforming teacher feedback into writing practice
Students' modes of communication with teachers in the feedback exchange
Chapter conclusion
Chapter 4. Student feedback literacy in L2 disciplinary writing
Cognitive readiness
L2 pragmatic competence
Evaluative judgement
Linguistic knowledge
Academic knowledge
Socio-affective readiness
Proactivity
Attitudes towards and appreciation of feedback
Chapter conclusion
Chapter 5. Individual, social, and contextual factors influencing the students' engagement with teacher feedback in the UK HE context
Individual students' epistemological positions
Dualistic way of knowing
Pluralistic way of knowing
Students' social identity
Claiming self as foreign students
Claiming self as non-native English speakers
Social network
Seeking feedback from peers
Teacher-student relationship in feedback activities
Feedback content and delivery
Chapter conclusion
Chapter 6. Discussion
Summary of key findings
Theoretical development of feedback from a co-constructivist perspective
Individual differences among participants
Dynamics in student engagement with teacher feedback
Interplay among affective, cognitive, and behavioural engagement
Engagement with teacher feedback as a developmental process
Student feedback literacy
Chapter 7. Conclusion
Implications
Limitations
Future research
Feedback provision plan for international students
Final remarks
References
Bibliography
Index
