The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to...The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement.The academic exploration of low-stakes tests and dialogic feedback has been extensive,and they are credible teaching tools.In this study,we explore the learning benefit of their combination.Postgraduate engineering students’self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement.We measured a 500%increase in the Learning Management System(LMS)page views on the days when we ran the low-stakes tests(each worth 2%of the marks for the subject)and engaged in immediate dialogic feedback.To interpret these results,we draw on theories of behavioural engagement,low-stakes tests,and feedback.We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.展开更多
This study examines the comparative effects of immediate and delayed feedback on the engagement and willingness to partic-ipate in collaborative learning of English as a Foreign Language (EFL) learners. Ninety EFL stu...This study examines the comparative effects of immediate and delayed feedback on the engagement and willingness to partic-ipate in collaborative learning of English as a Foreign Language (EFL) learners. Ninety EFL students at Guangxi University participated in a quasi- experimental study across three conditions: no feedback, immediate feedback, and delayed feedback. Using one- way ANOVA, the results revealed that both feedback types significantly influenced learners' engagement across affective, cognitive, and behavioral dimensions, with immediate feedback yielding significant effects in the affective and cognitive domains. Delayed feedback, however, was more effective in fostering willingness to collaborate, likely due to the reflective space it provided. These findings suggest that the timing of feedback plays a crucial role in shaping learner outcomes and should be strategically aligned with instructional goals. The study highlights the importance of context- sensitive feedback practices, particularly in digital learning environments where timing constraints and student autonomy vary.展开更多
文摘The engagement of students is a recognised challenge for teachers.Technology offers some practical student engagement tools,and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement.The academic exploration of low-stakes tests and dialogic feedback has been extensive,and they are credible teaching tools.In this study,we explore the learning benefit of their combination.Postgraduate engineering students’self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement.We measured a 500%increase in the Learning Management System(LMS)page views on the days when we ran the low-stakes tests(each worth 2%of the marks for the subject)and engaged in immediate dialogic feedback.To interpret these results,we draw on theories of behavioural engagement,low-stakes tests,and feedback.We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.
基金funded by Guangxi Education Department in Guangxi Zhuang Autonomous RegionResearch on the Integration Path of Information Literacy and English Education in the Age of Artificial Intelligence(Grant Number:2023JGB107)and Key Research Base of Humanities and Social Sciences of Universities in Guangxi Zhuang Autonomous Region(Grant Number:2025APTISYB07)Asia-Pacific(Southeast Asia)Institute for Translation and Intercultural Studies。
文摘This study examines the comparative effects of immediate and delayed feedback on the engagement and willingness to partic-ipate in collaborative learning of English as a Foreign Language (EFL) learners. Ninety EFL students at Guangxi University participated in a quasi- experimental study across three conditions: no feedback, immediate feedback, and delayed feedback. Using one- way ANOVA, the results revealed that both feedback types significantly influenced learners' engagement across affective, cognitive, and behavioral dimensions, with immediate feedback yielding significant effects in the affective and cognitive domains. Delayed feedback, however, was more effective in fostering willingness to collaborate, likely due to the reflective space it provided. These findings suggest that the timing of feedback plays a crucial role in shaping learner outcomes and should be strategically aligned with instructional goals. The study highlights the importance of context- sensitive feedback practices, particularly in digital learning environments where timing constraints and student autonomy vary.
