國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course./
作者:	Lu, Shasha.
面頁冊數:	1 online resource (98 pages)
附註:	Source: Masters Abstracts International, Volume: 84-06.
Contained By:	Masters Abstracts International84-06.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (98 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798358417403Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

Chinese Students' Conceptions of Feedback and the Relationships with Self-Regulated Learning, Self-Efficacy and English Language Achievement in the College English Course.
LDR:03618ntm a22003737 4500 001 1142537
005 20240422070857.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798358417403
035 $a (MiAaPQ)AAI30168732
035 $a (MiAaPQ)QueensUCan_197430408
035 $a AAI30168732
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Lu, Shasha. $3 1466901
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.
264 0 $c 2022
300 $a 1 online resource (98 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 84-06.
500 $a Advisor: Cheng, Liying.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2022.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 1179560
650 4 $a Language. $3 571568
650 4 $a Education. $3 555912
650 4 $a Asian studies. $3 1179577
650 4 $a Secondary schools. $2 bicssc $3 809827
650 4 $a Metacognition. $3 888337
650 4 $a English as a second language. $3 1148422
650 4 $a Teaching. $3 555255
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0342
690 $a 0515
690 $a 0679
690 $a 0533
710 2 $a Queen's University (Canada). $3 1148613
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 84-06.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30168732 $z click for full text (PQDT)