Abstract
Substantial research indicates that students’ beliefs mediate learning strategies. Nevertheless, students’ strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. Therefore, this case study aimed to examine (1) students’ strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediate students’ action when a feedback intervention was implemented to facilitate students’ use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students’ strategy-related beliefs about feedback encompass the evaluation of strategies about (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate feedback and did not use feedback. Pedagogical implications for students’ strategy-related beliefs about feedback and their role in mediating strategies to use feedback are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1038–1052 |
| Number of pages | 15 |
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 48 |
| Issue number | 7 |
| Publication status | Published - 16 Jul 2023 |
Keywords
- strategy-related beliefs
- strategies
- feedback
- L2 writing