Students using teachers’ quality feedback to develop self-regulated learning and second language writing skills in a flipped classroom context

Students using teachers’ quality feedback to develop self-regulated learning and second language writing skills in a flipped classroom context

• Wong, Nga Lun Alan The Education University of Hong Kong

2021

• F 教與學
  • FB 分班、交流辦法及班級人數、座位編排、混合能力教學

Academic Achievement Feedback Flipped Classroom Self-regulated Learning Writing Skills

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Self-regulation behaviours are a significant predictor of students’ academic achievement. However, few students are proficient in regulating their learning. Feedback is a promising way to support students in becoming self-regulated learners, but the large class sizes and tight teaching schedules make this difficult to implement in Hong Kong schools.The flipped classroom approach and seven principles of high-quality feedback practices were adapted to formulate the current study’s theoretical framework—the self-regulated flipped classroom (SRFC) approach. The flipped classroom could free up classroom time by moving teacher-centred instruction out of the classroom using online learning resources. The primary goal was to provide more opportunities for active learning activities, teachers to provide quality feedback and students to respond to the feedback.To investigate whether the SRFC approach can enhance students’ self-regulated learning (SRL) skills, a pretest, posttest nonequivalent quasi-experiment study design using a mixed-method approach was conducted. The experiment collects evidence for investigating whether the approach can (1) enhance students’ SRL, (2) foster better feedback practice, (3) enhance students’ second language writing skills and (4) foster the use of SRL strategies. Quantitative measures included two self-report questionnaires MSLQ-RCV and AEQ, students’ ELS written test and SRLIS structured interview. ANCOVA was used to analyse the data. Students’ responses to the SRLIS also transcribed, categorised into 15 SRLIS strategies and analysed qualitatively.The results indicate that students’ self-efficacy, use of feedback and writing skills were significantly higher in the SRFC classroom experimental group than in the control group. Moreover, students’ test anxiety was statistically significantly lower in the experimental group. These findings suggest that the SRFC approach can enhance students’self-efficacy, reduce their test anxiety, foster better use of feedback, and improve students’ academic performance.This study's findings provide additional insight and empirical evidence that students' opportunities to respond to feedback are as significant as the quality feedback itself. Since the flipped classroom not only free up time for teachers to provide feedback; it also frees up time for students to respond to the feedback. All rights reserved.

EdD

The Education University of Hong Kong

Hong Kong

• 英文

博碩士論文

https://bibliography.lib.eduhk.hk/tc/bibs/275bdac1

2025-04-17