| Description |
1 online resource |
| Contents |
Cover -- Half Title -- Series -- Title -- Copyright -- Dedication -- Contents -- List of figures -- List of tables -- 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 -- 2 Literature review |
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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 -- Affective engagement -- Cognitive engagement -- Behavioural engagement -- Interplay among affective, cognitive, and behavioural engagement -- Factors influencing students' engagement with teacher feedback -- Epistemological stance -- Interpersonal factors -- Preferred feedback source -- Peer support |
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Contextual factors -- Prior experience in the home context -- Current experience in the host context -- Student feedback literacy -- Student feedback literacy: theoretical development -- The landscape of L2 disciplinary writing and feedback -- Feedback literacy in L2 disciplinary writing -- Chapter conclusion -- 3 Students' engagement with teacher feedback in 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 |
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Desire for critical feedback -- Resistance to critical 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 -- Communicating with teachers as knowledgeable guides -- Treating feedback as telling -- Utilising feedback as a springboard for teacher-student communication |
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Chapter conclusion -- 4 Student feedback literacy in L2 disciplinary writing -- Cognitive readiness -- L2 pragmatic competence -- Evaluative judgement -- Linguistic knowledge -- Academic knowledge -- Subject-matter knowledge -- Knowledge of referencing conventions -- Socio-affective readiness -- Proactivity -- Attitudes towards and appreciation of feedback -- Teacher position -- Teacher expertise -- Teacher attitude -- Chapter conclusion -- 5 Individual, social, and contextual factors influencing the students' engagement with teacher feedback in the UK HE context |
| Summary |
Li investigates L2 international students' engagement with teacher feedback in the UK higher education system. This book is essential for researchers and research students in education, applied linguistics, especially feedback fields, and English for Academic Purposes educators and university lecturers who work with international students |
| Notes |
Machine-generated record |
| Form |
Electronic book
|
| ISBN |
9781040121092 |
|
1040121098 |
|
