Prospective Feedback to Improve Speaking and Affective Dimensions in Higher Education Students

被引：0

作者：

Cancino, Pablo Aedo ^{[1
]}

机构：

[1] Univ Concepcion, Concepcion, Chile

来源：

HOW-A COLOMBIAN JOURNAL FOR TEACHERS OF ENGLISH | 2025年 / 32卷 / 01期

关键词：

anxiety; feedback; formative assessment; self-confidence; speaking skill; FORMATIVE ASSESSMENT;

D O I：

10.19183/how.32.1.639

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The article presents a pedagogical experience with a course of undergraduate students from various programs. The main objectives were to improve their oral skills in English, increase their selfconfidence, reduce language-specific anxiety, and provide individual prospective feedback. An action research design was employed, adhering to the conditions of effective feedback proposed by Sadler (2010). Through oral assessments and a semi-structured interview, positive effects were observed in the students' oral proficiency and psychological factors such as self-confidence, beliefs, and anxiety.

引用

页码：29 / 48

页数：20

共 50 条

[21] Feedback on students' performance: A possible way of reducing the negative effect of math anxiety in higher education [J].

Nunez-Pena, M. I. ;

Bono, R. ;

Suarez-Pellicioni, M. .

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 2015, 70 :80-87

[22] Perceived Emotional Intelligence in Higher Education Students: Analysis of Differences in the Different Dimensions [J].

Gutierrez Angel, Nieves .

ACTUALIDADES EN PSICOLOGIA, 2020, 34 (128) :17-33

[23] Investigating non-engagement with feedback in higher education as a social practice [J].

Jorgensen, Bente Mosgaard .

ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2019, 44 (04) :623-635

[24] Oral presentations in higher education: a comparison of the impact of peer and teacher feedback [J].

Murillo-Zamorano, Luis R. ;

Montanero, Manuel .

ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2018, 43 (01) :138-150

[25] The effectiveness of early identification of 'at risk' students in higher education institutions [J].

Cassells, Laetitia .

ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2018, 43 (04) :515-526

[26] Exploring teacher perceptions of different types of 'feedback practices' in higher education: implications for teacher feedback literacy [J].

Chan, Cecilia Ka Yuk ;

Luo, Jiahui .

ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 2022, 47 (01) :61-76

[27] A case study of the use of the Hattie and Timperley feedback model on written feedback in thesis examination in higher education [J].

Lipsch-Wijnen, Ivonne ;

Dirkx, Kim .

COGENT EDUCATION, 2022, 9 (01)

[28] A qualitative assessment of providing quality electronically mediated feedback for students in higher education [J].

Lees, Dave ;

Carpenter, Victoria .

INTERNATIONAL JOURNAL OF LEARNING TECHNOLOGY, 2012, 7 (01) :95-110

[29] What are students' needs and preferences for academic feedback in higher education? A systematic review [J].

Paterson, Catherine ;

Paterson, Nathan ;

Jackson, William ;

Work, Fiona .

NURSE EDUCATION TODAY, 2020, 85

[30] What students don't make of feedback in higher education: An illustrative study [J].

Green, Simon .

JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES, 2019, 38 :83-94

← 1 2 3 4 5 →