Misty So-Sum Wai-COOK
Centre for English Language Communication (CELC)
College of Alice & Peter Tan (CAPT)
Cook, M. S. S. W. (2023). Feedback literacy: Is there a relationship between students’ perceptions of information, emotions, and social interaction in giving and receiving feedback? [Paper presentation]. In Higher Education Campus Conference (HECC) 2023, 7 December, National University of Singapore. https://blog.nus.edu.sg/hecc2023proceedings/feedback-literacy-is-there-a-relationship-between-students-perceptions-of-information-emotions-and-social-interaction-in-giving-and-receiving-feedback/
SUB-THEME
Communities and Education
KEYWORDS
Feedback literacy in peer feedback, multidimensional feedback process, regulation of emotion, regulation of information, teacher’s role
CATEGORY
Paper Presentation
ABSTRACT
Past research on peer feedback predominantly focused on the factors that engaged students in the peer review process, and how instructors could enhance students’ language ability to give accurate feedback on writing (Carless & Boud, 2018; Molley at al., 2020). The more recent approach, however, perceives students as active agents throughout the feedback process and attempts to examine the factors that promote feedback literacy (Boud & Molloy, 2013; Carless, 2015; Hoo & Hughes, 2017). It is conceived that students could become competent in giving and receiving feedback if they actively participate in the learning of skills and knowledge, and their feedback efficacy could increase with the support of instructors and peers (Carless, 2022).
Although language teachers and researchers have established that peer feedback can actively engage and benefit students who give and receive feedback in an academic writing course (Zhang & Hyland, 2018), the acquisition of feedback literacy remains largely conceptual. Carless and Boud (2018) proposed students’ feedback literacy depends on a range of interrelated skills such as the ability to make judgements, manage affects, appreciate feedback, and take action in the feedback review process. It is proposed that these feedback literacy skills could be enabled by the teacher’s role in training students and providing them with opportunities to give and receive feedback, and making exemplary essays available for students to use as reference.
The participants in this study enrolled in this 13-week Content-Language-Integrated-Learning course. All participants (n = 16) were in the researcher’s classes. This presentation shares the results of students’ feedback literacy and whether there are relationships between students’ feedback literacy. The critical roles that the instructors and peers play to nurture and support students’ willingness to give and receive feedback in a safe community of inquiry will also be discussed.
This study contributes to feedback literacy research in a number of ways. Firstly, although the quantitative analyses revealed that there was no significant improvement in students’ feedback literacy in this course, the text examples show students take agency of their own learning. Secondly, even though students’ feedback literacy did not improve in this course, there were positive interrelationships between the feedback literacy criteria defined by Carless and Boud (2018). Thirdly, students might not have been able to transfer their peer reviewing skills to understand and act on the comments that they received for their own work. Therefore, instructors should pay attention to training students how to give and receive feedback during the feedback process. And finally, the results show that there were only a few weak relationships between students’ self-regulation of emotions and other feedback literacy skills such as teacher’s role, receptiveness to feedback, and appreciation of feedback. Perhaps this suggests that students tend to focus on how they feel about being able to complete the tasks well. In other words, if students see the benefits of giving and receiving positive and negative comments and suggestions, they will tend to appreciate the value of feedback.
REFERENCES
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963-76. https://doi.org/10.1007/s10734-014-9816-z
Carless, D. (2022). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education, 23(2), 143-53. https://doi.org/10.1177/1469787420945845
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-25. https://doi.org/10.1080/02602938.2018.1463354
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-40. https://doi.org/10.1080/02602938.2019.1667955
Hoo, H. T., & Hughes, G. (2017). Use of learning gain measurements to compare teacher-centric and student-centric feedback in higher education. In G. Hughes (Eds,), Ipsative Assessment and Personal Learning Gain (pp. 173-95). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56502-0_9
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
