Feedback Practices Research Articles

Does teachers’ self-reported growth mindset ensure growth mindset-oriented feedback practices in the classroom?

This study examined the congruence/incongruence between teachers’ self-reported mindset beliefs and their actual teaching practices within the framework of implicit theories of intelligence. A total of 226 middle school teachers (65.90% female, average age = 31.70 years, SD = 5.03; average education year = 16.23, SD = 1.49; average teaching experience = 6.52 years, SD = 4.17) from Shanghai City, mainland China, completed the growth mindset inventory (GMI) for measuring self-reported growth mindset beliefs and underwent classroom observations, which recorded the frequency of their growth mindset-oriented feedback practices while teaching. Subsequently, the 20 teachers with the most extreme GMI scores (i.e., the 10 teachers with the highest scores and the 10 teachers with the lowest scores from this initial pool) were invited to take part in semi-structured interviews to understand the reasons behind the possible congruence/incongruence. Interesting results were found. First, the results of the spearman correlation and multiple regression analyses suggested incongruence between teachers’ self-reported mindset beliefs and their actual feedback practices in real classroom settings for those with growth and neutral mindsets but congruence for those with fixed mindsets. Second, the results of the semi-structured interviews further illustrated that whether teachers demonstrated congruence/incongruence in their growth mindset beliefs and actual growth mindset-oriented feedback practices in the classroom was influenced by contextual factors such as institutional policies, cultural orientations, community expectations, and the general educational competition environment. These findings contribute to a deeper understanding of the factors influencing the alignment between mindset beliefs and teaching practices, which highlight the need for addressing these discrepancies in teacher development programs.

Self-regulated EFL learning through productive feedback in Iranian private language institutes: a case for sustainable lifelong learning outcomes

Various determinants contribute to the disappointing outcomes of the EFL programmes in non-Anglophone countries, thereby limiting citizens in these countries access to international academic and economic platforms. One such determinant is EFL teachers’ productive feedback practice. Productive feedback is embedded in a constructivist view of learning, follows a learner-centered approach to feedback, and supports self-regulation, and therefore plays a core role in the learning of any language. This paper reports on a sequential mixed-methods study investigating productive feedback practices in EFL programmes in the context of private institutes in Iran. An inventory previously developed by the authors, comprising seven productive feedback features grounded in the literature, allowed for measuring 177 participating EFL teachers' self-reported productive feedback practices. Follow-up individual interviews with ten teachers as a subsample of the larger sample focussed on outliers and extremes emerging from the quantitative data. An integrative approach to reporting our research findings on the quantitative and qualitative data as well as the literature, presents a picture of EFL teachers' productive feedback practices. The quantitative data confirmed that the participating EFL teachers rarely applied productive feedback approaches, while the qualitative data provided a deeper understanding of participant responses and possible determinants influencing their feedback approaches. The findings are of importance to stakeholders involved in EFL who have the responsibility to ensure EFL courses support anticipated learning goals, including lifelong learning opportunities and access to the global society.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

The Effects of ChatGPT-Assisted Teacher Feedback on Korean College Students’ English Writing

This study investigates the impact of ChatGPT-assisted teacher feedback on the writing skills and motivation of Korean EFL learners, compared to traditional teacher feedback, in two English composition classes at a Korean university. 41 Korean EFL university students were divided into two groups: 20 students in the control group received traditional teacher feedback whereas 21 students in the experimental group received ChatGPT-assisted teacher feedback. Data was collected through writing samples, questionnaires and interviews. To assess the students’ writing skills, pre- and post-tests of writing were administered as well as a survey questionnaire and interviews about their motivation and perceptions of the use of ChatGPT. Students were individually interviewed to examine the influence of ChatGPT-assisted teacher feedback in the revision process. There were statistically significant differences in learners’ writing performance between pre- and post-test scores in both groups. Results revealed that both feedback styles were efficient for an improvement of the learners’ writing ability. However, the two groups were distinguished in terms of their perceptions and attitudes to feedback practices. The control group was motivated with the teacher’s context-specific feedback on content while the experimental group was demotivated with ChatGPT’s hallucinated feedback. This study implicates the effectiveness of using ChatGPT as a supplemental tool for constructive feedback on the revision process with EFL Korean university learners.

Students and Clinical Teachers’ Experiences About Productive Feedback Practices in the Clinical Workplace from a Sociocultural Perspective

For feedback to be productive, it relies on the interactions of participants, design elements, and resources. Yet, complexities in clinical education pose challenges for feedback practices in students and teachers, and efforts to improve feedback often ignore the influence of culture and context. A recent sociocultural approach to feedback practices recognized three layers to understand the complexity of productive feedback: the encounter layer, the design layer, and the knowledge layer. This study explores the sociocultural factors that influence productive feedback practices in clinical settings from the clinical teacher–student dyad perspective. A cross-sectional qualitative study in a physiotherapy clerkship involved semi-structured interviews with ten students and eight clinical educators. Convenience sampling was used, and participation was voluntary. Employing thematic analysis from a sociocultural perspective, this study examined feedback practices across the three layers of feedback practices. The analysis yielded different elements along the three layers that enable productive feedback practices in the clinical workplace: (1) the feedback encounter layer: dyadic relationships, mutual trust, continuity of supervision, and dialogue; (2) the feedback design layer: enabled learning opportunities and feedback scaffolding; (3) the knowledge domain layer in the clinical culture: Growing clinical experience and accountability. In the context of undergraduate clinical education, productive feedback practices are shaped by social–cultural factors. Designing feedback practices should consciously integrate these components, such as cultivating relationships, fostering guidance, enhancing feedback agency, and enabling supervised autonomy to promote productive feedback.

The Future of Feedback

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher Education (HE) and plays a vital role in developing critical thinking, improving retention, and enhancing student engagement. The importance of timely dialogic feedback in enhancing student engagement and potentially improving retention is well understood (Advance HE 2020). However, academic staff are increasingly time-poor, with reduced opportunities to provide regular in-depth quality feedback outside of that given for summative assessment (Henderson, Ryan & Phillips 2019). Early experimentations with using Generative AI (GenAI) such as ChatGPT to provide feedback for formative assessment recognises that students will learn and work in an AI-enabled world beyond their university studies (Bowditch 2023). GenAI can be leveraged inside and outside the classroom to achieve positive student engagement and improved skill development thereby affording them the skills and knowledge necessary to succeed (Hooda et al. 2022). Engaging with GenAI for feedback purposes offers an opportunity to increase equitable access to feedback across the student cohort, to support and further develop their critical skills and learning outcomes. As Verhoeven and Rana (2023) note, “AI disruption may present an opportunity to shift the focus from assessment of learning to assessment for learning”. Utilising GenAI for feedback purposes can provide rapid, personalised learning support, and aid with planning, drafting, and revising student work. However, this adoption of GenAI for feedback must be driven and developed by the educator, keeping the human in the loop to ensure quality (Atchley, Pannell, Wofford, Hopkins & Atchley). Our project draws on the principles of feedback literacy, current research on using AI as learning tool (Verhoeven & Rana 2023b; Tubino & Adachi 2022) and emphasises student-centred learning through dialogic feedback practices. The project draws on scholarship from Mollick and Mollick’s seven approaches to student use of AI (2023), Perkins, Furze, Roe and MacVaugh’s framework for ethical integration of AI in assessment (2024), and emerging work from Liu, Brightman, and Miller on GenAI and feedback (2023). This presentation addresses the conference theme of Technology, providing an overview and reflection on staff development and adoption of GenAI for feedback processes for the benefit of student learning. We will showcase four use cases of the use of GenAI to design and implement feedback creation for undergraduate formative assessment across the three Colleges at the University of Newcastle. All cases engage innovation in Technology Enhanced Learning (TEL) practice in developing GenAI tools to support student learning via feedback. The presentation addresses the benefits and challenges of each approach. Recognising the value of feedback in student learning, this PechaKucha is aimed at a diverse audience in HE. Our presentation will demonstrate applicability and adaptability to a range of disciplines as we explore the impact new and emerging GenAI technologies can have on HE. We will introduce the possibilities of using GenAI for feedback purposes, and encourage staff to consider experimenting with and adopting their own innovative TEL practices.

Exploring the Needs of Facilitators of Microcredentials

Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

Enhancing feedback capabilities with the peer feedback module

Feedback has a powerful impact on student learning (Hattie & Timperley, 2007). Although it has now become an essential component of higher education courses, learning how to receive and provide feedback can be difficult, as evidenced by dissatisfaction in student surveys on a global scale (e.g., MacKay et al., 2019). Carless and Boud (2018) argue that for feedback to be effective, students need to develop their feedback-related capabilities. To enhance student feedback capabilities, feedback should be viewed as a complex process that has the potential to enhance learning and which emphasizes student agency (Niemienen et al., 2021). Peer feedback offers a range of opportunities for promoting student agency, where students practice constructing, delivering, and receiving feedback (Nicol et al., 2014). In the shift to hybrid and digital learning contexts, such opportunities are frequently mediated by technology, which may require different or additional capabilities to traditional teacher-led feedback practices. A small body of work from the peer feedback literature has focused on what specific capabilities students need during the feedback process. For example, Han and Xu (2020) argue that the literacy needed for peer feedback includes cognitive readiness (making judgements and taking action) and social-affective readiness (appreciating feedback and managing affect). To expand on this, peer feedback has been conceptualized as entailing a cognitive aspect (knowing what to critique in the work), a critical thinking aspect (such as judging work), and a socio-emotional aspect (considering emotions and the social climate) (Cheng et al., 2023). With the understanding that feedback literacy can be developed over time (Malecka et al., 2022) and a recent focus on developing interventions to improve feedback skills (see Little et al., 2024), this poster presentation details the creation and development of a feedback literacy intervention which contains an online module to develop peer feedback skills. To participate in the intervention, students are required to reflect on their feedback literacy levels using a recently developed feedback literacy behaviour scale (FLBS) (Dawson et al., 2023). Following this, participants engage in a student-led, self-paced online module nested within the University’s learning management system. Each sub-module targets different peer feedback capabilities which have been categorized into five dimensions, including domain knowledge, using evaluative judgement, crafting and delivering the feedback message, managing the socio-emotional environment, and using motivation. After participation in the online module, students complete an organic and pre-existing peer feedback activity before assessing their feedback literacy levels once more through the FLBS (Dawson et al., 2023). A smaller sample of students are involved in focus groups, where insights into how the module has the potential to influence feedback capabilities are discussed. Participants also bring along student work to highlight how their feedback capabilities have been used. Through this intervention, learners may develop better feedback practices (including general feedback literacy). Crucially, they may also learn how to provide effective and helpful feedback information to their peers, which is one of the key requirements for moving beyond university and into the workforce.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing

ABSTRACTTeachers’ beliefs about feedback can affect both the way they provide feedback and its effectiveness in improving students’ writing proficiency. However, research remains scant on belief–practice relationships. This study attempted to fill the gap by investigating such relationships with a sample of 112 Chinese university EFL teachers in teaching argumentative writing. Data were collected through a writing feedback beliefs and practices questionnaire, an argumentative writing teaching beliefs questionnaire, and semi‐structured interviews. The participants were selected using convenience sampling from six universities in Northern China. Quantitative data were analyzed through confirmatory factor analysis, multiple regression, and repeated measures ANOVA to examine the characteristics of these teachers’ writing feedback beliefs and the relationships between the beliefs and relevant practices. Qualitative data from the interviews were analyzed thematically to gain deeper insights into the belief–practice relationships. Results indicated that most teachers believed their feedback was crucial for improving students' argumentative writing, particularly regarding communicative purposes, discourse organization, linguistic expressions, argument construction, and rhetorical techniques. However, a discrepancy was noted between teachers' feedback beliefs and their practices, especially concerning linguistic expressions. These findings highlight the need for targeted support to better align teachers' feedback beliefs with their practices for more effective teaching of EFL writing.

ASPECTOS MOTIVACIONAIS E EMPODERAMENTO DE ATLETAS ANÕES: UMA ABORDAGEM QUALITATIVA

The Self-Determination Theory emphasizes the importance of fulfilling three psychological needs: autonomy, positive social relationships, and competence. In sports, addressing these needs depends on the motivational climate created by the coach. This study aimed to investigate how athletes with dwarfism perceive the motivational climate created by their coaches, their satisfaction with basic psychological needs, and their sense of empowerment. Four Paralympic athletes with dwarfism in athletics were interviewed. Data were collected through semi-structured, individual interviews with thematic questions, and organized using discourse analysis. Athletes reported positive perceptions of autonomy, noting that it enhanced their motivation and voluntary participation in sports. Perception of competence was also positively evaluated, with all athletes confident in their sporting abilities. Positive social relationships were highlighted as important, although athletes faced discrimination outside of sports. Regarding the motivational climate, athletes identified coaching feedback practices as crucial for their motivation. The perception of empowerment was linked to concepts of equality and family support, emphasizing the role of the sporting environment and the coach in promoting athletes' motivation and empowerment. The positive sports context and favorable motivational climate created by coaches significantly contributed to the athletes' sense of autonomy, competence, and empowerment. However, social challenges outside of sports still impact their social relationships. Received on: 01/08/2024Reformulated on: 13/10/2024Accepted on: 14/10/2024

Timing of feedback and retrieval practice: a laboratory study with EFL students

The aim of this empirical laboratory study was to investigate the effect of immediate and delayed feedback on retrieval practice among Saudi EFL learners using short-answer tests administered at three different time points: immediately, one week later, and one month later. A total of 177 Saudi undergraduate EFL students were randomly assigned to four groups: Repeated Studying, Repeated Testing-no feedback, Repeated Testing-immediate feedback, and Repeated Testing-delayed feedback. Additionally, a restudy control group was included to compare retrieval practice and feedback effects to the restudy condition. Participants read a 487-word prose passage and underwent testing at the specified intervals. Results revealed that retrieval practice without feedback outperformed repeated studying in the one-month delayed test. Both immediate and delayed feedback groups outperform the no-feedback and restudying groups. Moreover, immediate feedback was found to be more effective than delayed feedback in enhancing long-term retention. These findings emphasize the importance of providing timely feedback to optimize retrieval practice and improve learning outcomes in EFL contexts.

Assessment IS learning: developing a student-centred approach for assessment in Higher Education.

Assessment and the associated feedback from those assessments are powerful factors in the development of students' learning. We have seen a shift within the Higher Education sector to conceptualise assessment as being more than summative assessment 'of' learning. Instead, there has been a greater emphasis on assessment 'as' learning, or assessment 'for' learning, through the enhanced use of formative assessments. Centralising assessment within the learning process highlights that assessment IS learning and cannot be separated from other elements of the learning process. In particular, assessment has a vital role to play in the development of students' self-regulated learning skills and the development of independence in learners. However, for assessments to effectively support learning, they need to be meaningful, engaging, well-integrated into the learning activities and 'student-focused'. Placing student skills development and personal development at the centre of assessment design has the potential to empower students through assessment. This review focuses on the potential of assessment to support student learning and development, using the 'Equity, Agency, Transparency' ('EAT') framework as a lens for effective assessment and feedback practices. We suggest ways in which we can make our assessment and feedback practices more inclusive, meaningful and authentic to the students' learning needs.

The activation level of the floor-of-the-mouth muscles is systematically modulated using tongue-pressing and swallowing tasks in healthy elderly

ObjectiveThis study aimed to examine how muscle activity of the floor-of-the-mouth (FOM) muscles changes with different target exercise intensities of 40%, 60%, 80%, and 100% of maximum isometric pressure (MIP) during tongue-pressing and swallowing tasks in healthy elderly. DesignThis prospective, repeated-measures within-participant study included 35 participants (mean age: 75.2 ± 4.8 years, 26 women). Each participant performed 16 tasks using the Iowa Oral Performance Instrument (IOPI) in a randomized order, with two repetitions per task (anterior/posterior tongue × pressing/swallowing task × 40/60/80/100% of the MIP). Furthermore, FOM-muscle activity during the task was simultaneously measured using surface electromyography. Statistical analysis was conducted using repeated-measures analysis of variance (ANOVA). ResultsSignificant differences in FOM-muscle activity were observed across most intensity levels during pressing tasks (p < 0.001), with fewer significant differences noted during swallowing tasks, particularly involving the posterior tongue. A significant correlation was found between tongue pressure of the anterior/posterior tongue and FOM-muscle activation level (p < 0.001 and r = 0.517 and 0.447 for the isometric tongue pressure of the anterior and posterior tongue, respectively; r = 0.370 for the swallowing pressure of the anterior tongue) except for posterior tongue swallowing task. ConclusionsThese findings suggest that healthy elderly can systematically modulate suprahyoid muscle activity using a tongue-pressure-measurement device when performing accuracy training. However, they may require personalized systematic feedback and sufficient practice. The study underscores the potential of the IOPI in swallowing rehabilitation for elderly, while also highlighting the need for further research on patients with dysphagia.

Finding Fulfillment: Leveraging Meaningful Feedback to Boost Worker Engagement

This article explores how organizations can design more meaningful feedback practices to boost employee engagement. Drawing on academic literature linking feedback and engagement, key drivers of the connection are identified, such as fulfilling psychological needs for competence and purpose. The brief then advocates shifting feedback focus from retrospective evaluations to forward-looking development centered on learning, growth opportunities, and stronger role alignment. Practical application examples across industries including healthcare, education, technology, and manufacturing demonstrate embedding feedback within organizational purpose and contextual priorities. Additional implementation strategies are offered, such as framing managers as coaches, emphasizing continual check-ins over annual reviews, rewarding continuous learning, and soliciting worker feedback. The conclusion asserts that by reframing routine feedback interactions to stimulate motivation, skills, and purpose-driven work, companies can transform this tool into a key lever for fostering enduring employee commitment, dedication, and fulfillment.

The The Development of the Research Management System of National University of Laos

This study aimed to develop the research management system at the National University of Laos (NUOL) through a structured research and development approach, conducted in four phases. Phase one defined the components and indicators of NUOL's research management system, involving nine administrators from the Research Office and Research and Academic Service Division. Phase two assessed the current system, surveying 306 administrators and faculty members across 13 faculties. In phase three, an optimized system was developed with input from 17 key figures, including NUOL's vice president, research division heads, and national research committee members. Phase four evaluated the system with 48 participants, including division heads and faculty staff. Data collection involved semi-structured interviews and questionnaires, analyzed using frequency, percentage, means, standard deviation, interquartile range, and content analysis. Findings revealed: NUOL’s research management system comprises four components and 65 indicators: 14 for input, 42 for process (5 sub-processes), 5 for output, and 4 for feedback. The current system showed suitable input but faced challenges like budget constraints and unstructured research guidance. Processes were applied consistently but had monitoring, evaluation, and utilization issues. Outputs were satisfactory but required improved reliability, while feedback practices faced challenges. The optimized system includes four components with 61 indicators: Input (13), Process (40 across 5 sub-processes), Output (4), and Feedback (4). Evaluation results indicated that the system achieved the highest utility and feasibility ratings and high propriety and accuracy ratings. In conclusion, the developed system with 61 indicators across four elements was validated by research experts, addressing challenges in implementation and improving research management effectiveness at NUOL.

Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges

The Arabic language has gained significant global recognition, with a growing number of non-Arab individuals learning it as a second language. Despite this trend, learners of Arabic face various challenges that have not been thoroughly examined. This study aimed to investigate the challenges encountered by learners of the Arabic language and to determine the factors that contribute to effective language learning and use. Data from 444 non-native speakers learning Arabic as a second language were analyzed with SPSS 27 using a descriptive approach. The results indicated that Arabic instructors should focus on improving feedback practices, developing customized curricula, and incorporating technology and multimedia resources into their teaching methods. Furthermore, this study highlights the importance of integrating cultural components and accommodating diverse learners in the classroom. To improve speaking proficiency, learners can engage in activities such as listening to radio broadcasts, collaborating with classmates, and building relationships with Arabic-speaking friends. The results of this research provide insights that can assist instructors of Arabic as a second language in supporting learners, improving their abilities to learn and communicate in Arabic.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

ASSESSMENT FOR LEARNING IN HIGHER EDUCATION IN MOROCCO: THE STUDENTS’ PERCEPTIONS

Assessment for learning has been a topic of study for decades, with a focus on how learners can benefit from the tests they take. The major issue with this type of assessment is its implementation. This article investigates the benefits of assessment for Moroccan university learners. 1148 of these learners filled out a questionnaire that included questions about the fundamentals of assessment and how it can serve learning purposes. The findings show that although the majority of the learners report that their tests meet the requirements of good tests, some students still doubt this. They also show some good practices of alternative assessment and feedback. However, there is still room for improvement as some students do not benefit from the assessments they take.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0763/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

International medical students’ experiences of psychological safety in feedback episodes: a focused ethnographic study

BackgroundFeedback and psychological safety are well-established concepts within medical education, vital for student learning and progress. However, the concepts remain unexplored in the context of international students. This area deserves attention given the unique challenges faced by the overseas medical students due to cultural differences. The present study examines international students’ experiences of psychological safety in feedback interactions in a Scottish undergraduate medical programme.MethodsA focused ethnographic approach was adopted to explore international students’ experiences and perceptions of psychological safety in their feedback experiences. Data were collected in the form of field observations and semi-structured interviews, involving both student and faculty participants. Approximately 13hrs of fieldwork and a total of 11 interviews were conducted. These were analysed using a combination of inductive and deductive thematic analysis.ResultsData analysis identified four key themes: feedback delivery, educator attributes, cultural factors and longitudinal educational relationships. Both staff and student participants highlighted how environmental factors such as room design and group size functioned as enablers or barriers to psychological safety in feedback episodes. Additionally, students appreciated tutors who expressed vulnerability and demonstrated awareness of their cultural backgrounds. Students described significant differences between the feedback approaches in the host (UK) institute and that in their home country. Longitudinal associations fostered trust and familiarity with peers and tutors, enhancing students’ receptivity to learning and feedback.ConclusionThis present study highlights cultural differences in feedback practices across countries and their impact on psychological safety among international students. It stresses the importance of integrating overseas students by considering group dynamics, environment and diverse student needs. Staff awareness of cultural variability, openness to tutor vulnerability and fostering long-term educational relationships can greatly enhance psychological safety in learning and teaching activities. These insights are relevant amidst the growing globalisation of medical education and the mobility of students across borders, advocating for tailored integration to optimise their learning experience and achievement.