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9 de feb. de 2024 · Zhengdong Gan; Zhujun An; Fulan Liu; ... students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and ...
Zhengdong Gan; Zhujun An; Fulan Liu; ... studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education ...
3 de sept. de 2018 · Classroom-based assessment carried out by teachers has received renewed interest and support in current international educational research and policy, particularly across a number of diverse jurisdictions in locations such as Australia, Hong Kong and England (Author 2, 2009; Author al. 2018). This renewed interest in classroom-based assessment parallels the paradigmatic movement towards ...
Teacher feedback can significantly impact scholar's motivation (Gan and Liu, 2021), and peer feedback also has a positive effect on motivation (Cui et al., 2021). The content of feedback ...
Gan, Zhengdong 1; An, Zhujun 1; Liu, Fulan 2: 2021-06-21 Source Publication: Frontiers in Psychology: ABS Journal Level: 1 ISSN: 1664-1078 ... Zhujun,&Liu, Fulan.(2021).Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?.
Zhengdong Gan is an associate professor in the Faculty of Education at the University of Macau. His research interests include second language acquisition, classroom-based assessment, computer ...
27 de ago. de 2021 · After receiving teacher feedback, students might respond in various ways that differ from the teacher’s expectation(s). Indeed, students’ and teachers’ perceptions regarding the quantity and quality of teacher feedback often differ substantially (e.g., Hattie & Clarke, Citation 2019; Price et al., Citation 2010; Yang, Citation 2021).
