Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course

• Published in: Frontiers in psychology Vol. 14; p. 1062517
• Main Authors: Xue, Sijia, Yang, Yanchao, Du, Jianxia, Liu, Fangtong
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 02.03.2023
• Subjects: academic writing; e-feedback; educational technology; learning anxiety; mobile learning; Psychology; e-feedback; learning anxiety; educational technology; academic writing; mobile learning
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2023.1062517

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.