Abstract
This article presents the results of questionnaire surveys on the impact of teacher’s formative feedback on students’ self-reflection behavior, self-reflection strategy and learning motivation conducted with 152 English major students from a teacher-education-oriented university in China. The study found the significant impact of teacher’s formative feedback on students’ self-reflection practices and learning motivation. The findings also showed that freshmen have stronger plasticity and are more susceptible to teacher’s feedback. Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior.
Highlights
Teacher feedback can play a key role in students’ learning process, performance and development
The research from Fluckiger et al (2010) provided a formative feedback model by giving feedback in time for revisions to occur, providing scaffolding for learners, informing instruction, and most importantly, involving students as partners in assessment, showing that these strategies brought about the benefits of improved instruction, enhanced students’ learning, and contributed to a productive classroom climate
Formative feedback, when used by students as a learning mechanism, can reduce uncertainty on how well they themselves performed in learning, which leads to students’ higher learning motivation and self-regulated behavior (Song & Keller, 2001)
Summary
Teacher feedback can play a key role in students’ learning process, performance and development. The research from Fluckiger et al (2010) provided a formative feedback model by giving feedback in time for revisions to occur, providing scaffolding for learners, informing instruction, and most importantly, involving students as partners in assessment, showing that these strategies brought about the benefits of improved instruction, enhanced students’ learning, and contributed to a productive classroom climate Some researchers such as Butler (1987), and Stiggins (2001; 2008) contended that effective formative feedback must be specific, taskbased and goal-oriented, allowing learners to set clear expectations of themselves, modify selfreflection strategies and conduct self-reflection behaviors that influence their own successes. Since the 152 undergraduate students are from three different grades, this study further intends to explore the potential differences on related variables and results, which enables us to recognize the necessity of adopting differentiated feedback strategies and practices to accelerate students’ learning at different levels
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