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A model of factors affecting independent learners’ engagement with feedback on language learning tasks

Fernández-Toro, Maria and Hurd, Stella (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1) pp. 106–125.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/01587919.2014.891434
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Abstract

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.

Item Type: Journal Item
Copyright Holders: 2014 Open and Distance Learning Association of Australia, Inc.
ISSN: 1475-0198
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetThe Open University (OU)
Extra Information: Title in attachment: Reacting to feedback on language learning tasks: A model of cognitive and affective engagement in independent learning contexts
Keywords: feedback; independent learning; adult learners; distance learning; identity; motivation
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
Item ID: 40204
Depositing User: Maria Fernández-Toro
Date Deposited: 21 May 2014 15:36
Last Modified: 05 Jun 2019 13:11
URI: http://oro.open.ac.uk/id/eprint/40204
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