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ERIC Number: EJ1414401
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: EISSN-1470-174X
Mediated Performance in the Feedback Process: Reinforcing Improvement
Yan Zhang; Ken Hyland
Studies in Higher Education, v49 n3 p518-533 2024
Feedback on writing, we argue, consists of a series of micro-events which encourage students to make sense of task requirements, negotiate assessment decisions, and reorganize their performance. While students' interpretations of 'effective feedback' have been widely discussed and problematized, less attention has been devoted to how they improve their sense-making and navigate different feedback experiences. Drawing on interview and textual data from two Chinese students studying their master's degrees at a British university, this study explores how the students used coursework feedback to improve their writing. We show how they worked to create internal knowledge structures with the assistance of external resources. We see this as the students' "mediated performance" resulting from their engagement with feedback and reinforcing self-coordination at intrapersonal and interpersonal levels. We believe our analysis contributes to a better understanding of the influence of feedback by highlighting how it shapes, and is shaped by, ongoing interpretations of disciplinary, task-specific requirements.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Grant or Contract Numbers: N/A