Engaging with Multiple Sources of Feedback in Academic Writing: Postgraduate Students' Perspectives

Autor/inn/en	Xu, Linlin; Zhang, Tiefu
Titel	Engaging with Multiple Sources of Feedback in Academic Writing: Postgraduate Students' Perspectives
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 7, S.995-1008 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Linlin) ORCID (Zhang, Tiefu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2161089
Schlagwörter	Feedback (Response); Academic Language; Writing (Composition); Graduate Students; Student Attitudes; Writing Improvement; Foreign Countries; China + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ausland
Abstract	Despite a surge of research interest in feedback engagement in higher education, postgraduate students' engagement with multiple sources of feedback in the context of academic writing is understudied. Informed by the notion of feedback literacy, we explore how Chinese postgraduate students perceive and engage with automated, peer and teacher feedback, as well as the feedback process as a whole, in academic writing. The analysis of 120 students' diaries and ten students' interviews shows that multiple sources of feedback and related activities complement each other in feedback areas (e.g. grammar, content, structure), perspectives (e.g. reader, expert) and depth of improvement to the writing (e.g. from correction to polishing or refinement). We conclude that engaging with multiple sources of feedback supports students' writing and learning. This study adds to the literature by revealing the social, co-constructed, complementary and enabling nature of feedback engagement. The students engage with multiple sources of feedback and related activities internally, externally, proactively, critically and collaboratively in the intrapersonal, interpersonal and human-material spheres. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01