Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students
IntroductionFeedback can support students’ writing and has the potential to enhance writing motivation and reduce writing anxiety. However, for feedback to fulfill its potential, it has to be accepted by students and perceived as motivating.MethodsIn this study, we investigate changes in less profic...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-05-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1171914/full |
| _version_ | 1797828865705377792 |
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| author | Lea Siekmann Judy Parr Stefanie Van Ophuysen Vera Busse |
| author_facet | Lea Siekmann Judy Parr Stefanie Van Ophuysen Vera Busse |
| author_sort | Lea Siekmann |
| collection | DOAJ |
| description | IntroductionFeedback can support students’ writing and has the potential to enhance writing motivation and reduce writing anxiety. However, for feedback to fulfill its potential, it has to be accepted by students and perceived as motivating.MethodsIn this study, we investigate changes in less proficient English as a foreign language (EFL) students’ (N = 53) writing motivation and affect, as well as their perceptions of teacher feedback and how these relate to students’ argumentative text quality. Measurements were taken before EFL teachers attended a professional learning intervention on feedback (T1) and 8 months later (T2).ResultsFrom T1 to T2, students felt that general feedback quality improved, their writing self-efficacy increased, and their writing anxiety decreased. However, no significant changes in text quality could be observed between T1 and T2, and students continued to struggle with creating structure and coherence in their texts. Regression analyses revealed that feedback perceptions and affective-motivational variables did not predict students’ text quality at T1. Yet at T2, students’ perception of general feedback quality and the effect of feedback on writing motivation were significant predictors of text quality; self-efficacy and writing anxiety were not.DiscussionOur results suggest that more attention needs to be paid to feedback’s motivational impact, especially among less proficient EFL writers. |
| first_indexed | 2024-04-09T13:11:14Z |
| format | Article |
| id | doaj.art-68256ae2d0114899b9f5a4607b47c7de |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-09T13:11:14Z |
| publishDate | 2023-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-68256ae2d0114899b9f5a4607b47c7de2023-05-12T07:07:35ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-05-01810.3389/feduc.2023.11719141171914Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL studentsLea Siekmann0Judy Parr1Stefanie Van Ophuysen2Vera Busse3Institute of Education, Faculty of Education and Social Science, University of Münster, Münster, GermanySchool of Curriculum and Pedagogy, Faculty of Education and Social Work, The University of Auckland, Auckland, New ZealandInstitute of Education, Faculty of Education and Social Science, University of Münster, Münster, GermanyInstitute of Education, Faculty of Education and Social Science, University of Münster, Münster, GermanyIntroductionFeedback can support students’ writing and has the potential to enhance writing motivation and reduce writing anxiety. However, for feedback to fulfill its potential, it has to be accepted by students and perceived as motivating.MethodsIn this study, we investigate changes in less proficient English as a foreign language (EFL) students’ (N = 53) writing motivation and affect, as well as their perceptions of teacher feedback and how these relate to students’ argumentative text quality. Measurements were taken before EFL teachers attended a professional learning intervention on feedback (T1) and 8 months later (T2).ResultsFrom T1 to T2, students felt that general feedback quality improved, their writing self-efficacy increased, and their writing anxiety decreased. However, no significant changes in text quality could be observed between T1 and T2, and students continued to struggle with creating structure and coherence in their texts. Regression analyses revealed that feedback perceptions and affective-motivational variables did not predict students’ text quality at T1. Yet at T2, students’ perception of general feedback quality and the effect of feedback on writing motivation were significant predictors of text quality; self-efficacy and writing anxiety were not.DiscussionOur results suggest that more attention needs to be paid to feedback’s motivational impact, especially among less proficient EFL writers.https://www.frontiersin.org/articles/10.3389/feduc.2023.1171914/fullwriting self-efficacywriting anxietyfeedback on writinginterventionsecondary schoolEnglish as a foreign language (EFL) |
| spellingShingle | Lea Siekmann Judy Parr Stefanie Van Ophuysen Vera Busse Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students Frontiers in Education writing self-efficacy writing anxiety feedback on writing intervention secondary school English as a foreign language (EFL) |
| title | Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students |
| title_full | Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students |
| title_fullStr | Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students |
| title_full_unstemmed | Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students |
| title_short | Text quality and changing perceptions of teacher feedback and affective-motivational variables: a study with secondary EFL students |
| title_sort | text quality and changing perceptions of teacher feedback and affective motivational variables a study with secondary efl students |
| topic | writing self-efficacy writing anxiety feedback on writing intervention secondary school English as a foreign language (EFL) |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1171914/full |
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