International L2 Students' Engagement with Teacher Feedback

Lists of figures

List of tables

Chapter 1. Introduction

Feedback in learning

My Story: An experience with teacher feedback

Feedback contexts in the higher education of China and UK

Understanding L2 Chinese students' engagement with teacher feedback in UK HE

Overview of the study

Methodological approach

Setting

Recruitment of participants

Data collection

Data analysis

Data reporting

Ethical issues and dilemmas

Book structure

Chapter 2. Literature review

Theoretical frameworks guiding feedback

Transmissive view

Social constructivism

Sociocultural perspective

Sociomaterial perspective

Student engagement with teacher feedback

Defining engagement with teacher feedback

Components of engagement with teacher feedback

Interplay among affective, cognitive, and behavioural engagement

Factors influencing students' engagement with teacher feedback

Epistemological stance

Interpersonal factors

Contextual factors

Student Feedback Literacy

Student Feedback Literacy: Theoretical development

The Landscape of L2 Disciplinary Writing and Feedback

Feedback Literacy in L2 Disciplinary Writing

Chapter conclusion

Chapter 3. Students' engagement with teacher feedback in the UK HE

Affective engagement

Students' mixed emotions in response to the first piece of written feedback

Students' conflicting emotions towards affirmation in feedback

Students' conflicting emotions towards criticism in feedback

Cognitive engagement

Incomprehension of feedback information

Need for contextualised feedback

Learning from feedback about academic writing conventions

Associating feedback with future learning

Behavioural engagement

Transforming teacher feedback into writing practice

Students' modes of communication with teachers in the feedback exchange

Chapter conclusion

Chapter 4. Student feedback literacy in L2 disciplinary writing

Cognitive readiness

L2 pragmatic competence

Evaluative judgement

Linguistic knowledge

Academic knowledge

Socio-affective readiness

Proactivity

Attitudes towards and appreciation of feedback

Chapter conclusion

Chapter 5. Individual, social, and contextual factors influencing the students' engagement with teacher feedback in the UK HE context

Individual students' epistemological positions

Dualistic way of knowing

Pluralistic way of knowing

Students' social identity

Claiming self as foreign students

Claiming self as non-native English speakers

Social network

Seeking feedback from peers

Teacher-student relationship in feedback activities

Feedback content and delivery

Chapter conclusion

Chapter 6. Discussion

Summary of key findings

Theoretical development of feedback from a co-constructivist perspective

Individual differences among participants

Dynamics in student engagement with teacher feedback

Interplay among affective, cognitive, and behavioural engagement

Engagement with teacher feedback as a developmental process

Student feedback literacy

Chapter 7. Conclusion

Implications

Limitations

Future research

Feedback provision plan for international students

Final remarks

References

Bibliography

Index