Fostering key competency growth: a feedback model for university English teaching

Abstract

ABSTRACT Purpose To explore a theoretical model for providing effective feedback combined with key competencies in China’s university-level English education. Design/methodology/approach Drawing from Hattie and Timperley’s feedback model regarding English key competence, we construct a feedback model and conduct teaching experiments over three semesters using mixed-methods. Quantitative data from the questionnaires were examined using variance and regression analyses in SPSS (17.0), while qualitative data from the focus group interviews were analyzed using NVivo. Findings and originality/value The results both verified and expanded Hattie and Timperley’s feedback model. The four feedback levels and factors promoted each other, thus validating the key competency-based feedback model for university English teaching. This model included the four feedback levels as its main structure, the dual promotion effect as the feedback mechanism, and the leading and subjective roles of teachers and students, respectively, as the principle. A teaching design according to this model can provide personalized, formative, and effective feedback. Additionally, the teaching environment can be optimized, and the gap between learning objectives and current practice can be effectively shortened. This will lead to the attainment of the teaching and feedback goals, eventually promoting the comprehensive development of students as well as the professional development of teachers.