Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior.
📌 3 Key Takeaways
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Objective & Hypothesis:This article presents the results of questionnaire surveys on the impact of teacher’s formative feedback on students’ self-reflection behavior, self-reflection strategy and learning motivation conducted with 152 English major students from a teacher-education-oriented university in China.
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Key Findings & Data:The study found the significant impact of teacher’s formative feedback on students’ self-reflection practices and learning motivation.
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Conclusion & Impact:Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior.
This article presents the results of questionnaire surveys on the impact of teacher’s formative feedback on students’ self-reflection behavior, self-reflection strategy and learning motivation conducted with 152 English major students from a teacher-education-oriented university in China. The study found the significant impact of teacher’s formative feedback on students’ self-reflection practices and learning motivation. The findings also showed that freshmen have stronger plasticity and are more susceptible to teacher’s feedback. Therefore, it is suggested that teachers should do a good job in the mode and method of positive evaluation feedback from the freshman year, and stick to it, so as to lay a good foundation for students’ learning motivation development, learning strategy improvement and self-reflection behavior.
Pan, X., Gan, Z. (2019). Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research, Cilt: 5 Sayı: 3, 233–241. https://doi.org/10.24289/ijsser.557156
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