東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Chinese Students' Conceptions of Fee...

Queen's University (Canada).

Linked to FindBook

Google Book

Amazon

博客來

Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course./
Author:	Lu, Shasha.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	98 p.
Notes:	Source: Masters Abstracts International, Volume: 84-06.
Contained By:	Masters Abstracts International84-06.
Subject:	Teaching. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30168732
ISBN:	9798358417403

Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course.
Lu, Shasha.

Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 98 p.

Source: Masters Abstracts International, Volume: 84-06.

Thesis (M.Ed.)--Queen's University (Canada), 2022.

This item must not be sold to any third party vendors.

In China, under the influence of examination-driven culture and teacher-centered way of learning, students' self-regulated learning (SRL) capabilities, self-efficacy, and the actual English proficiency are greatly hindered. Given this situation, the Chinese Ministry of Education has promulgated the use of formative assessment in the College English curriculum at the tertiary level since 2004. Feedback, as an integrated part of formative assessment, is to facilitate learning and SRL. However, whether feedback could facilitate students' SRL has not been fully investigated in this context in China. Therefore, this study first explored how students self-reported their conceptions of feedback, SRL, self-efficacy and second, the relationships among these constructs and their English language achievement in the College English course.A questionnaire was used to collect data on students' conceptions of feedback, SRL, self-efficacy and self-perceived English language proficiency. Their English test scores as an indicator of English language achievement were also collected. A total of 538 participants from a university in Northern China participated in this study. Data were analyzed using descriptive statistics, exploratory factor analyses, Pearson correlation analyses and multiple regression analyses.The results found that Chinese students from the College English course reported a high level of conceptions of teacher and peer feedback, SRL and self-efficacy, yet a low level of Teacher/Peer Feedback Ignored. For the relationships among these variables, students' conceptions of feedback contributed to SRL and self-efficacy. Besides, self-efficacy was found to be the strongest predictor for self-perceived English language proficiency and standardized English test scores, both indicators for English language achievement. From the theoretical perspective, this study addressed the research gap in the literature by examining four constructs together, i.e., student conceptions of feedback, SRL, self-efficacy and English language achievement within a university context in China. From the pedagogical angle, the results can also support teachers on their feedback practices to facilitate students' SRL, self-efficacy and learning.

ISBN: 9798358417403Subjects--Topical Terms:

517098
Teaching.

Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course.
LDR:03465nmm a2200373 4500 001 2394441
005 20240422070857.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798358417403
035 $a (MiAaPQ)AAI30168732
035 $a (MiAaPQ)QueensUCan_197430408
035 $a AAI30168732
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lu, Shasha. $3 3763915
245 1 0 $a Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 98 p.
500 $a Source: Masters Abstracts International, Volume: 84-06.
500 $a Advisor: Cheng, Liying.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a In China, under the influence of examination-driven culture and teacher-centered way of learning, students' self-regulated learning (SRL) capabilities, self-efficacy, and the actual English proficiency are greatly hindered. Given this situation, the Chinese Ministry of Education has promulgated the use of formative assessment in the College English curriculum at the tertiary level since 2004. Feedback, as an integrated part of formative assessment, is to facilitate learning and SRL. However, whether feedback could facilitate students' SRL has not been fully investigated in this context in China. Therefore, this study first explored how students self-reported their conceptions of feedback, SRL, self-efficacy and second, the relationships among these constructs and their English language achievement in the College English course.A questionnaire was used to collect data on students' conceptions of feedback, SRL, self-efficacy and self-perceived English language proficiency. Their English test scores as an indicator of English language achievement were also collected. A total of 538 participants from a university in Northern China participated in this study. Data were analyzed using descriptive statistics, exploratory factor analyses, Pearson correlation analyses and multiple regression analyses.The results found that Chinese students from the College English course reported a high level of conceptions of teacher and peer feedback, SRL and self-efficacy, yet a low level of Teacher/Peer Feedback Ignored. For the relationships among these variables, students' conceptions of feedback contributed to SRL and self-efficacy. Besides, self-efficacy was found to be the strongest predictor for self-perceived English language proficiency and standardized English test scores, both indicators for English language achievement. From the theoretical perspective, this study addressed the research gap in the literature by examining four constructs together, i.e., student conceptions of feedback, SRL, self-efficacy and English language achievement within a university context in China. From the pedagogical angle, the results can also support teachers on their feedback practices to facilitate students' SRL, self-efficacy and learning.
590 $a School code: 0283.
650 4 $a Teaching. $3 517098
650 4 $a English as a second language. $3 516208
650 4 $a Metacognition. $3 521861
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Asian studies. $3 1571829
650 4 $a Education. $3 516579
650 4 $a Language. $3 643551
650 4 $a Secondary education. $3 2122779
690 $a 0441
690 $a 0342
690 $a 0515
690 $a 0679
690 $a 0533
710 2 $a Queen's University (Canada). $3 1017786
773 0 $t Masters Abstracts International $g 84-06.
790 $a 0283
791 $a M.Ed.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30168732