Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course
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 ex...
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| Published in | Frontiers in psychology Vol. 14; p. 1062517 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
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02.03.2023
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| 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. |
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| AbstractList | 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. 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.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. |
| Author | Yang, Yanchao Du, Jianxia Xue, Sijia Liu, Fangtong |
| AuthorAffiliation | 1 College of Teacher Education, Southwest University , Chongqing , China 2 Faculty of Education, University of Macau , Taipa , China 3 Qinggong College, North China University of Science and Technology , Tangshan, Hebei , China 4 School of Foreign Languages, Shanxi University , Datong , China |
| AuthorAffiliation_xml | – name: 1 College of Teacher Education, Southwest University , Chongqing , China – name: 3 Qinggong College, North China University of Science and Technology , Tangshan, Hebei , China – name: 4 School of Foreign Languages, Shanxi University , Datong , China – name: 2 Faculty of Education, University of Macau , Taipa , China |
| Author_xml | – sequence: 1 givenname: Sijia surname: Xue fullname: Xue, Sijia – sequence: 2 givenname: Yanchao surname: Yang fullname: Yang, Yanchao – sequence: 3 givenname: Jianxia surname: Du fullname: Du, Jianxia – sequence: 4 givenname: Fangtong surname: Liu fullname: Liu, Fangtong |
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| Keywords | e-feedback learning anxiety educational technology academic writing mobile learning |
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| Title | Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course |
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