Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Journal article
Submitted version
View/ Open
Date
2019Metadata
Show full item recordCollections
- Institutt for lærerutdanning [3729]
- Publikasjoner fra CRIStin - NTNU [38294]
Original version
Teaching and Teacher Education : An International Journal of Research and Studies. 2019, 85 260-268. 10.1016/j.tate.2019.06.024Abstract
This study focused on the relationship of students' perceptions of teachers' feedback practice with students' perceived external goal orientation, self-regulation, self-efficacy, and English as a foreign language (EFL) teaching. Data were collected from a student survey (n = 1137) administered to students in Norwegian lower secondary schools. Multiple regression and path analyses were performed. The results indicated that the students who were aware of learning goals perceived the teachers' feedback as more useful. Path analyses suggested that students' perceived self-efficacy and EFL teaching positively predicted their perceptions of teacher feedback practice when mediated by perceived external goal orientation and self-regulation.