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

Authors : Xiaoquan PAN, Zhengdong GAN

Pages : 233-241

Doi:10.24289/ijsser.557156

View : 16 | Download : 14

Publication Date : 2019-07-01

Article Type : Research Paper

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 : Teachers formative feedback, students self reflection behavior, learning motivation, self regulated learning