Abstract

Teacher feedback is of little use without student engagement. Few studies have, however, empirically considered how direct interventions may enhance student engagement with feedback. This study explored whether and to what extent the use of a rebuttal-writing task can serve as a learning tool to promote student engagement with teacher feedback. Data were collected from 118 undergraduates through multiple sources, including a structured questionnaire, students’ first drafts and revised essays, and a retrospective interview. The results showed that although the students did not really enjoy devoting more time and effort to writing rebuttals while making revisions, they seemed to welcome the rebuttal task, especially when they became more familiar with it, or when they began to see the value of having the task. We discuss these results, suggesting how writing rebuttals promotes student engagement, and argue that students have a key role to play in making teacher feedback work.

摘要

没有学生的参与，教师的反馈就没有多大用处。然而，很少有研究从经验上考虑直接干预如何增强学生对反馈的参与。本研究探讨了使用反驳写作任务是否以及在多大程度上可以作为一种学习工具来促进学生对教师反馈的参与。数据是通过多种来源从 118 名本科生中收集的，包括结构化问卷、学生的初稿和修改过的论文以及回顾性访谈。结果显示，虽然学生在修改的同时并不真正喜欢花更多的时间和精力写反驳，但他们似乎很欢迎反驳任务，尤其是当他们越来越熟悉它，或者当他们开始看到拥有反驳的价值时。任务。我们讨论这些结果，