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Fostering student engagement with feedback: an integrated approach
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Abstract:
The construct of student engagement with feedback has gathered increasing attention in higher education because of its positive association with student learning outcomes. But while the literature recognises its importance, there is little research on what pedagogical approaches facilitate this engagement. This case study explores an authentic classroom and how a group of 33 students engaged with a pedagogical approach that systematically integrated three types of feedback on academic writing: automated, peer, and teacher feedback. The study was conducted at a Chinese university and based on the analysis of multiple drafts of students’ written assignments, the feedback provided by an automated writing evaluation system, peers, and a teacher, and transcribed retrospective interviews with the teacher and students. We found that the majority of students actively engaged with this integrated approach and that it effectively promoted students’ behavioural, affective, and cognitive engagement with feedback on their writing and encouraged thoughtful revisions. We conclude with pedagogical implications and offer suggestions for improving student engagement with feedback in similar tertiary contexts.
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URL: https://doi.org/10.1016/j.asw.2021.100586
https://ueaeprints.uea.ac.uk/id/eprint/82259/1/Integrated_engagement_final.pdf
https://ueaeprints.uea.ac.uk/id/eprint/82259/
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Responding to supervisory feedback: Mediated positioning in thesis writing
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“The goal of this analysis …”: Changing patterns of metadiscursive nouns in disciplinary writing.
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International publishing as a networked activity: Collegial support for Chinese scientists
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A tale of two genres: Engaging audiences in academic blogs and three-minute thesis presentations
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Academic naming: Changing patterns of noun use in research writing
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The Covid infodemic: Competition and the hyping of virus research
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“I believe the findings are fascinating”: stance in Three-Minute Theses
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Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise
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“There are significant differences…”: the secret life of existential there in academic writing
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The communication of expertise: changes in academic writing
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