A Research Report: Theorizing ESL Community College Students' Perception of Written Feedback

Autor/in	Chong, Sin Wang
Titel	A Research Report: Theorizing ESL Community College Students' Perception of Written Feedback
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 6, S.463-467 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chong, Sin Wang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1610675
Schlagwörter	Two Year College Students; Community Colleges; Student Attitudes; Feedback (Response); Foreign Countries; Social Influences; Emotional Response; Individual Characteristics; Teacher Student Relationship; Evaluation Methods; Student Evaluation; English (Second Language); Second Language Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Community college; Community College; Schülerverhalten; Ausland; Sozialer Einfluss; Emotionales Verhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Hongkong
Abstract	This short exchange paper reports on the major findings of a forthcoming research monograph, which is going to be published by Cambridge Scholars Publishing, entitled "Theorizing ESL community college students' perception of written feedback." This research project, which was conducted in an international community college in Hong Kong, attempts to theorize factors which potentially affect English-as-a-second-language (ESL) community college students' perception and response to teacher written feedback (WF). Through the adoption of grounded theory as the methodology and the use of a data analysis software, "NVivo," qualitative data were collected from 93 student open-ended questionnaires and two rounds of student interviews (approximately 100,000 words of transcribed data). The data anaylzed yielded a total of four conceptual categories: technical factors, social factors, emotional factors, and personal factors. Implications related to assessment feedback research in higher education will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01