An in-depth review of the two most common feedback forms in English undergraduate programs: The connection of their consequential academic damages to students perceptions of their teachers, and how video-recorded feedback can combat these effects
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Published:2024-02-29
Issue:1
Volume:15
Page:1-10
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ISSN:2141-2626
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Container-title:International Journal of English and Literature
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language:
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Short-container-title:Int. J. English Lit.
Publisher
Academic Journals
Reference13 articles.
1. Baker S, Formo DM, Headley C, Springer LMM (2021). Transforming the feedback paradigm: A qualitative study examining a student-centered, question-based pedagogy in college composition and literature courses. Teaching English in the Two-Year College 48(4):387-412.
2. Brito I, Oliveira E, Ramos L (2021). Do you trust me? A systematic literature review on student-teacher trust and school identification. In The European Conference on Education 2021: Official Conference Proceedings. The International Academic Forum pp. 451-464.
3. Cheng G, Chwo GSM, Ng WS (2023). Automated tracking of student revisions in response to teacher feedback in EFL writing: technological feasibility and teachers perspectives. Interactive Learning Environments 31(8):5236-5260.
4. Guo W, Zhou W (2021). Relationships between teacher feedback and student motivation: A comparison between male and female students. Frontiers in Psychology 12:679575.
5. Harvie A (2021). Student Perceptions of Their Engagement with Online Writing as Influenced by Their Teachers Presence at a Virtual High School: A Mixed Methods Study. Doctoral dissertation, University of South Carolina.