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Encouraging Students’ Engagement with Teacher Feedback Through a Dialogic Feedback Cover Sheet: Students’ Experiences
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.22 No.4 (2025.12)바로가기
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- 페이지
- pp.708-721
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A480268
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4,600원
원문정보
초록
- 영어
- Teacher feedback is essential in language education, yet its effectiveness in students’ improvement of their writing outcomes particularly in EFL contexts remains contested due to their lack of engagement with teacher feedback. Therefore, the use of a Dialogic Feedback Cover Sheet (DFCS) was employed in the current study as an innovative strategy to promote Thai university students’ engagement with teacher feedback in EFL writing classrooms. Grounded in practitioner research methodology and a qualitative approach, the study explores students’ satisfaction and perceptions of the DFCS through thematic analysis of open-ended reflections. Participants were 48 first-year English majors enrolled in a writing course. Findings revealed high levels of student satisfaction, with participants reporting that the DFCS enhanced their understanding of feedback, fostered critical thinking, and encouraged more meaningful interactions with peers and teachers. Students appreciated the opportunity to ask questions anonymously, reflect on their revisions, and clarify teacher comments, which helped alleviate anxiety and boost confidence. The DFCS also supported collaborative learning and promoted feedback-seeking behaviour which is significant in a context where students are often passive recipients of feedback. The study concludes that the DFCS is a promising tool for encouraging dialogic feedback practices and developing students’ self- regulation and engagement in the feedback process.
목차
Abstract
Introduction
Literature Review
Students’ Engagement with Teacher Feedback
From Monologic to Dialogic Feedback
Research Questions (RQ)
Method
Context and Participant
Tool
Data Collection and Procedures
Data Analysis
Findings
Discussion
Conclusion
Limitations
The Authors
References
Appendix A
키워드
Student engagement teacher feedback dialogic feedback written corrective feedback저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.22 No.4
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