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…mehr
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.
Fangfei Li is an associate professor at the Shanghai University of Political Science and Law. Her research interests include teacher feedback, academic writing, L2 writing, higher education, and qualitative research. Her articles have been published in journals such as Assessment and Evaluation in Higher Education and Journal of English for Academic Purposes .
Inhaltsangabe
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
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
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