Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658986
Title: An investigation into Chinese students' experiences of, and attitudes towards, tutor feedback at a Chinese University
Author: Cookson, Christopher James
ISNI:       0000 0004 5357 6871
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2015
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Abstract:
This thesis explores formative assessment and feedback in China. The study examined how Chinese students at a university in China experienced different feedback types from their Chinese instructors, and what their attitudes towards those were. A mixed-methods approach, using a self-administered, electronically distributed questionnaire and a semi-structured, one-on-one, face-to-face interview, was employed to this end. A total of 232 students – mostly undergraduates – took part, each of whom completed the questionnaire and 30 of whom were interviewed. A large number of students conveyed an awareness of the formative potential of feedback as well as an expectation towards it playing this role, primarily in terms of learning improvement and being psychologically supportive. Marks and grades were shown to play a dominating and not always unsupportive role. The majority of participants reported overall positive effects of the feedback they were given on aspects of their learning and psychology. However, many felt the feedback they received to be qualitatively as well as quantitatively insufficient. The study aimed to shed light on a research area and geographical context where accounts in English from a Western perspective are limited. The overarching conclusion of the study’s findings is that there appears to be significant convergence between scholars’ and Chinese students’ expectations of effective feedback. A key recommendation for future research is to conduct further studies into students’ perceptions of feedback in non-Western contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.658986  DOI: Not available
Keywords: LB2300 Higher Education ; LG Individual institutions (Asia. Africa)
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