Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation

Year 2019, , 233 - 241, 01.07.2019

Xiaoquan Pan , Zhengdong Gan

https://doi.org/10.24289/ijsser.557156

Abstract

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. 

Keywords

Teacher’s formative feedback, students’ self-reflection behavior, learning motivation, self-regulated learning

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