From External Feedback to Internal Responsibility: Examining the Interplay between Feedback Social Awareness and Accountability

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Feedback as a Catalyst for Learning: Faculty Practices, Student Engagement, and Assessment Innovation

Abstract

To explore the interaction of feedback social-awareness (FBSO) and feedback accountability (FBAT) and their effects on learning engagement in English education, we conducted a qualitative study with 18 English major students from a normal university in southwest China. Key feedback types that were beneficial to FBSO included positive, constructive, personal, and frequent feedback. For FBAT, students indicated that teacher feedback needed to be objective, specific, and practical to enhance their responsibility to use it. The study found that FBSO and FBAT positively influence behavioral, cognitive, and emotional student engagement. Strong FBSO enhanced FBAT through increased trust and motivation, while high FBAT improved teacher recognition of student work and student performance, fostering better student-teacher relationships and learning engagement.

Authors

• Lijie Qin, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong