| Author: | Chen, Ying |
| Title: | Understanding student engagement with teacher and peer feedback in a translation course for Chinese English majors |
| Advisors: | Hu, Guangwei (ENGL) |
| Degree: | DALS |
| Year: | 2021 |
| Subject: | Feedback (Psychology) Communication in education Hong Kong Polytechnic University -- Dissertations |
| Department: | Faculty of Humanities |
| Pages: | xv, 299 pages : illustrations |
| Language: | English |
| Abstract: | Feedback, as one of the most powerful influences on learning and achievement, is crucial in the learning process. While extant research on feedback ranges from learners' perceptions of feedback to student engagement with different sources of feedback, most of the studies have been conducted in L2 writing classrooms. Student engagement with feedback on translation has been under-researched. It is worth noting that feedback is not a unidirectional transmission of information from a feedback provider to a feedback receiver, but a two-way interaction between them. Only when students are engaged with the feedback process, can feedback play the expected role. In this study, feedback is considered as a dialogic process between feedback provider (the teacher and/or the peer provider) and feedback receiver (the student whose work is the target of feedback). Drawing on previous theoretical and empirical work, this study proposes an integrated theoretical framework of student engagement with feedback on translation. Informed by the notion of dialogic feedback and the proposed theoretical framework, and adopting a convergent parallel mixed-methods design that comprises a quasi-experiment and a multi-case study, this study aims to explore Chinese English-major students' engagement with teacher and peer feedback in a translation course at a Chinese university. Student engagement with two sources of feedback (i.e., teacher feedback and peer feedback) on translation is examined via the analysis of (1) pre- and post-questionnaire surveys, (2) pre- and post-tests, (3) textual materials, (4) stimulated recalls, (5) semi-structured interviews, (6) relevant teaching and learning documents. All the research instruments were piloted and validated before being used in the main study. The findings show that Chinese English-major students engaged with the two sources of feedback in the translation course affectively, behaviorally, and cognitively. Students were engaged to different extents: highly, moderately, and minimally. The patterns of engagement changed perceptibly during the translation course and several structural and psychosocial factors were found to mediate student engagement. Both teacher and peer feedback contributed to the students' development of translating competence. This study has contributed to research on feedback engagement by extending it beyond the L2 writing classroom, proposing an integrated theoretical framework for such research, leveraging the methodological affordances of mixed-methods research on feedback engagement and offering implications for translation pedagogy. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 5873.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 3.36 MB | Adobe PDF | View/Open |
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