While feedback is widely acknowledged to be a particularly powerful influence on student learning, there is also robust evidence that students do not always perceive it as useful or even respond to it. Similarly, although it is recognised that feedback is only effective if it is acted on, the whole topic of student engagement with feedback is complex and still remains both relatively under-represented and lacking clear definition in the literature. Consequently, Ellis (2010) proposed a tripartite model involving specific variables to allow a more systematic investigation of student engagement with corrective feedback. Accordingly, informed by this framework and using a naturalistic mixed-methods Action Research paradigm, the current study contributes to this generally under-researched area by primarily investigating cognitive, behavioural and affective engagement of university Foundation-level students with written formative feedback. In particular, it explores their main challenges when implementing it by examining data collected from multiple sources, including textual analyses of draft essays, teacher-written feedback and semi-structured interviews. Additionally, this study sought to accentuate the students’ voice by inviting participants to identify and discuss what they considered to be both positive and less effective examples of feedback. It was found that the students engaged positively on an affective level with written feedback on content, communication- and referencing-related issues. Importantly, it also noted that variations in the depth and focus of student behavioural and cognitive engagement appear to be linked to individual learner differences in both personal motivations and language proficiency levels. Finally, the findings also suggest that engagement may be mediated by tutor’s feedback strategies. In summary, the study highlights the multifaceted, complex and interrelated dimensions that affect learner engagement. It concludes with informed suggestions to improve feedback practices and policy, which may improve delivery (by tutors) and better reception and uptake (by students) within Higher Education. It emphasises that an integrated approach to promote HE feedback practice, underpinned by institutional support, must also fully consider students’ individual differences and backgrounds.
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Hargreaves, Kathleen
Rights Holders: Hargreaves, Kathleen Supervisors: Rizza, Christopher
School of Education
MA Education
2022
© Hargreaves, Kathleen Published by Oxford Brookes UniversityAll rights reserved