Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students
By Ye Han, Yueting Xu. Teaching in Higher Education, 2019
136 citations recorded by the source corpus.
ABSTRACT The dissonance between teachers’ substantial effort to provide feedback and students’ under-engagement with feedback has been consistently reported in higher education. A contributing factor to this disparity students’ lack of feedback literacy, however, has been under-researched. This case study of two Chinese undergraduate students therefore investigated: (a) what the focal students’ profiles of feedback literacy were, and (b) whether and how their feedback literacy mediated their engagement with feedback. Data from multiple sources revealed that the students’ feedback literacy was multifaceted, involving cognitive capacity, social-affective disposition, and social-affective capacity. Each of the three aspects varied across and within individual students, suggesting the emergent and situated nature of feedback literacy. Nonetheless, the unbalanced development of the three components often limited the students’ engagement with written corrective feedback. The paper concludes by highlighting the centrality of alignment between cognitive capacity, social-affective capacity, and social-affective disposition in fostering student engagement with feedback.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/65f6a02b3fbb7e896a0a1824721ec4b986902c8c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- David Boud
- D. Carless
- Hui-Teng Hoo
- Christopher C. Deneen
- Bianka Malecka
- Phillip Dawson
- David J. Nicol
- N. Winstone
Citations in the corpus
- Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum (2020, background): “The same student may evidence different levels of feedback literacy across different features and over time (Han and Xu 2019).”
- Teacher feedback literacy and its interplay with student feedback literacy (2020, unknown): “…empirical identification of its characteristics (Molloy et al. 2020); examined its enactment through two case studies in a Chinese context (Han and Xu 2019); researched students’ perceptions of its development (Winstone, Mathlin and Nash 2019); investigated its implications for the workplace…”
- Developing student feedback literacy through self and peer assessment interventions (2021, background): “…on student feedback literacy Interventions to develop student feedback literacy have gained traction recently and empirical studies have begun to be undertaken. using an individual case study approach, Han and Xu (2021) examined written corrective feedback of two Chinese undergraduate students.”