ROLE OF FEEDBACK IN AUTONOMOUS LEARNING OF PROFESSIONALLY ORIENTED ENGLISH COMMUNICATION
DOI:
https://doi.org/10.17721/2663-0303.2023.1.03Keywords:
feedback, autonomous learning, professionally oriented English communication, English for professional communicationAbstract
Introduction. The article presents the results of experimental training on the role of feedback in autonomous learning of professionally oriented English communication.
The purpose of the experimental study was to investigate the impact of feedback on the results of autonomous learning of prospective teachers studying the two-year university course «English for Professional Communication», as well as the interdependence of the level of students’ awareness of feedback and their existing level of learning autonomy.
Methodology. In order to determine the level of students’ awareness of feedback and the level of learning autonomy, adapted questionnaires were used: 1) «Main Features of Student Feedback Literacy» according to four main groups of features (understanding the nature of feedback; forming opinions; controlling emotions; and responding); 2) «English Students’ Autonomy Competence» according to the main components (beliefs in autonomous learning; determining the language learning objectives; implementing appropriate language learning strategies; monitoring the process of autonomous learning; evaluating the effectiveness of autonomous language learning). To determine the level of English language proficiency and to study the relationship between the level of learning autonomy and the level of English language proficiency, control testing with the Preliminary English Test was conducted.
Results and Discussion. The results of the study indicate the importance of using feedback in the process of learning English for professional communication, which helps students identify mistakes, improve skills. The use of feedback motivates prospective teachers, and helps adapt learning to their needs. It makes the learning process more efficient and helps to achieve a higher level of English language proficiency. Students who received constant feedback in the learning process demonstrated better achievement results in the discipline «English for Professional Communication». At the same time, the results of the study confirm that a higher level of students’ awareness of feedback is observed among prospective teachers who have a higher level of learning autonomy
References
Boud, D., Lawson, R., & Thompson, D. (2013). Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education, 38(8), 941-956. https://doi.org/10.1080/02602938.2013.769198
Boud, D., Lawson, R., & Thompson, D. (2015). The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development, 34(1), 45-59. https://doi.org/10.1080/07294360.2014.934328
Budas, I. (2016). Assessment of foreign language proficiency in problem-based learning. European Humanities Studies: State and Society, 4, 71-81.
Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical syntheses. Review of Educational Research, 65(3), 245-281. https://doi.org/10.2307/1170684
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325. http://orcid.org/0000-0002-6883-2722
Dmitrenko, N., Budas, I., Koliadych, Y., & Poliarush, N. (2021). Impact of formative assessment on students’ motivation in foreign language acquisition. East European Journal of Psycholinguistics, 8(2), 36-50. https://doi.org/10.29038/eejpl.2021.8.2.dmi
Dmitrenko, N., & Budas, I. (2018). Impact of foreign language proficiency assessment on students’ motivation. Visnyk KNLU, Series «Pedagogy and Psychology», 29, 178-189. https://doi.org/10.12958/2227284420218(346)22333
Dmitrenko, N., & Budas, I. (2021). The impact of feedback on students’ autonomous ESP learning outcomes. Revista Romaneasca pentru Educatie Multidimensionala, 13(2), 323-339. https://doi.org/10.18662/rrem/13.2/424
Dmitrenko, N., Nikolaeva, S., Melnyk, L., & Voloshyna, O. (2020). Autonomous ESP learning of prospective teachers of mathematics. Revista Romaneasca pentru Educatie Multidimensionala, 12(1), 86-104. https://doi.org/10.18662/rrem/201
Hattie, J., & Yates, G. (2014). Using feedback to promote learning. In V.A.Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp.45-58). Society for the Teaching of Psychology.
Kvasova, O., Hnapovska, L., Kalinichenko, V., & Budas, I. (2022). Implications of training university teachers in developing local writing rating scales. Studies in Language Assessment, 11(1), 37-63. https://doi.org/10.58379/XVDF9070
Robinson, S., Pope, D., & Holyoak, L. (2013). Can we meet their expectations? Experiences and perceptions of feedback in the first year undergraduate students. Assessment and Evaluation in Higher Education, 38(3), 260-272. https://doi.org/10.1080/02602938.2011.629291
Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31-40. https://doi.org/10.1080/14703297.2012.647781
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 6(3). https://doi.org/10.1007/s10734-017-0220-3.
Xu, J. (2009). A survey study of autonomous learning by Chinese non-English major post-graduates. English Language Teaching, 2(4), 25-32. https://doi.org/10.5539/elt.v2n4p25
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright policy according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
Authors who publish their articles in "Ars Linguodidacticae" (Open Access Journal) retain the following rights:
- The authors retain the copyright of their article and grant the Ars Linguodidacticae journal the right to first publish the manuscript of their article under the Creative Commons (CC BY-NC 4.0) Attribution License, which allows others to freely distribute the published work with mandatory reference to the author of the original work and first original publication in the Ars Linguodidacticae journal. An indication of the retention of the copyright of the work is provided on the title page of the article.
- The authors reserve the right to enter into separate contracts for the non-exclusive distribution of their article as published in Ars Linguodidacticae (e.g., placing the article in electronic libraries, archives and catalogs or publishing it as part of institute collections and monographs), provided that a full reference to the first original publication in Ars Linguodidacticae is given.
- The policy of the "Ars Linguodidacticae" journal allows and encourages authors to post a manuscript both before and during editorial processing, as this promotes productive scientific discussion and has a positive effect on the speed and dynamics of citing the article.
The editorial board reserves publishing rights to:
- the collated original articles and to the entire issue of the journal.
- the design of the journal and original illustrative and supplementary materials.
- the reprint reprints of the Journal in printed and electronic form.
The copyright policy is carried out according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
For more information, please read the full text of the CC BY-NC 4.0 Public License.
Creative Commons Attribution-NonCommercial 4.0 International License.
