"This book undertakes a qualitative study on international students' engagement with teacher feedback in the UK higher education. It focuses on a group of five Chinese students at a UK university concerning their engagement with the feedback from local teachers and what factors influence their engagement. The book provides numerous illustrative examples of how students transformed their understanding of feedback into revision practices, from which their feedback literacy is identified. The rich interviewand textual data presented in this book suggest the situated and multi-faceted nature of student feedback literacy, and highlight the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and adjust instruction and feedback practice accordingly, to foster their success in higher education. This book is essential for researchers (and research students) in education, applied linguistics, especially feedback fields, and EAP educators and university lecturers who may work with international students and use feedback as a teaching device"--
Li investigates L2 international students engagement with teacher feedback in the UK higher education system. This book is essential for researchers and research students in education, applied linguistics, especially feedback fields, and English for Academic Purposes educators and university lecturers who work with international students.
Fangfei Li investigates L2 international students engagement with teacher feedback in the UK higher education system. She focuses on Chinese students studying at a UK university and explores their engagement with the feedback from local teachers and the factors which influence their participation and engagement.
Offering numerous illustrative examples of how students transformed their understanding of feedback into revision practices, Li explores how the students feedback literacy is identified. The rich qualitative interview and textual data presented in this book highlight the situated and multifaceted nature of student feedback literacy. The data also demonstrate the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and how to adjust instruction and feedback practice accordingly, to foster their students success in higher education.
This book is essential for researchers and research students in education, applied linguistics, especially feedback fields, and English for academic purposes (EAP) educators and university lecturers who work with international students and use feedback as a teaching device.
Daugiau apie elektronines knygas