A Model of Factors Affecting Independent Learners' Engagement with Feedback on Language Learning Tasks

Autor/inn/en	Fernández-Toro, María; Hurd, Stella
Titel	A Model of Factors Affecting Independent Learners' Engagement with Feedback on Language Learning Tasks
Quelle	In: Distance Education, 35 (2014) 1, S.106-125 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2014.891434
Schlagwörter	Learner Engagement; Second Language Instruction; Second Language Learning; Teaching Methods; Self Esteem; Feedback (Response); Teacher Student Relationship; Instructional Materials; Learning Processes; Emotional Response; Student Attitudes; Instructional Effectiveness; Distance Education; Learning Motivation; Protocol Analysis; Schemata (Cognition); Models; Adult Students; Open Universities + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess; Emotionales Verhalten; Schülerverhalten; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Motivation for studies; Lernmotivation; Cognition; Schema; Kognition; Analogiemodell; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Offene Universität
Abstract	In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10