International L2 Students' Engagement with Teacher Feedback - Li, Fangfei; - Prospero Internet Bookshop

International L2 Students' Engagement with Teacher Feedback

Perspectives from a Globalised Higher Education Context
 
Edition number: 1
Publisher: Routledge
Date of Publication:
 
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Short description:

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.

Long description:

Fangfei Li investigates L2 international students? engagement with teacher feedback in the UK higher education system. She focuses on Chinese students studying at a UK university and explores their engagement with the feedback from local teachers and the factors which influence their participation and engagement.


Offering numerous illustrative examples of how students transformed their understanding of feedback into revision practices, Li explores how the students? feedback literacy is identified. The rich qualitative interview and textual data presented in this book highlight the situated and multifaceted nature of student feedback literacy. The data also demonstrate the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and how to adjust instruction and feedback practice accordingly, to foster their students? success in higher education.


This book is essential for researchers and research students in education, applied linguistics, especially feedback fields, and English for academic purposes (EAP) educators and university lecturers who work with international students and use feedback as a teaching device.

Table of Contents:

Lists of figures


List of tables


Chapter 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    


 


Chapter 2. Literature review           


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


Interplay among affective, cognitive, and behavioural engagement    


Factors influencing students? engagement with teacher feedback           


Epistemological stance 


Interpersonal factors     


Contextual factors        


Student Feedback Literacy


Student Feedback Literacy: Theoretical development          


The Landscape of L2 Disciplinary Writing and Feedback    


Feedback Literacy in L2 Disciplinary Writing


Chapter conclusion           


 


Chapter 3. Students? engagement with teacher feedback in the 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


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    


Chapter conclusion           


 


Chapter 4. Student feedback literacy in L2 disciplinary writing


Cognitive readiness          


L2 pragmatic competence


Evaluative judgement


Linguistic knowledge   


Academic knowledge       


Socio-affective readiness 


Proactivity      


Attitudes towards and appreciation of feedback


Chapter conclusion           


 


Chapter 5. Individual, social, and contextual factors influencing the students? engagement with teacher feedback in the UK HE context


Individual students? epistemological positions


Dualistic way of knowing           


Pluralistic way of knowing


Students? social identity   


Claiming self as foreign students


Claiming self as non-native English speakers         


Social network    


Seeking feedback from peers      


Teacher-student relationship in feedback activities


Feedback content and delivery  


Chapter conclusion           


 


Chapter 6. Discussion


Summary of key findings


Theoretical development of feedback from a co-constructivist perspective          


Individual differences among participants


Dynamics in student engagement with teacher feedback          


Interplay among affective, cognitive, and behavioural engagement


Engagement with teacher feedback as a developmental process         


Student feedback literacy 


 


Chapter 7. Conclusion


Implications       


Limitations         


Future research   


Feedback provision plan for international students     


Final remarks     


 


References


Bibliography


Index