Article: Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course.
2023 Volume 14, Page(s) 1062517
Abstract: There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners' anxiety remain unresolved. In light of the learners' anxiety, e-feedback would essentially become a formality if they are not proactive in providing ... ...
| Abstract | There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners' anxiety remain unresolved. In light of the learners' anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students' anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of "face" and interpersonal harmony also has impacts on learners' e-feedback delivery. These findings shed new lights on pedagogical practice in higher education. |
|---|---|
| Language | English |
| Publishing date | 2023-03-02 |
| Publishing country | Switzerland |
| Document type | Journal Article |
| ZDB-ID | 2563826-9 |
| ISSN | 1664-1078 |
| ISSN | 1664-1078 |
| DOI | 10.3389/fpsyg.2023.1062517 |
| Database | MEDical Literature Analysis and Retrieval System OnLINE |
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