Abstract
In peer feedback literature, the topic of motivation for feedback is not sufficiently explored, and attention to motivational differences between feedback givers and receivers unbalanced. To address this gap, the present study tracked motivational changes of Chinese students performing consecutively the roles of written-feedback givers and of receivers over eight weeks in their English-speaking class. It employed motivation questionnaires and students’ personal letters to collect their perceptions of each role. The results showed that students generally displayed stronger motivation at the giver role than at the receiver role. In particular, their motivation scores of the communicativeness dimension were significantly different between the two roles because this dimension could easily stimulate their sense of fulfilment and critical thinking when giving feedback. By comparison, for the dimensions of peer accountability and class enjoyment, the students reported similarly modest levels of motivation at both roles because they deemed peer accountability and class enjoyment as sources of extrinsic stimulation and less sustainable than the communicativeness dimension.
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© 2022 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Research Articles
- Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
- Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
- Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
- Listener engagement: the missing link in research on accented speech
- Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
- Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
- When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
- Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
- A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
- Miscommunicated referent tracking in L2 English: a case-by-case analysis
- Rule-based or efficiency-driven processing of expletive there in English as a foreign language
- When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
- Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
- Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
- Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
- The role of working memory in the effects of models as a written corrective strategy
- Comparing motivational features between feedback givers and receivers in English speaking class
- Examining resilience in EFL contexts: a survey study of university students in China
- High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
- L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
Articles in the same Issue
- Frontmatter
- Research Articles
- Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
- Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
- Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
- Listener engagement: the missing link in research on accented speech
- Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
- Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
- When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
- Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
- A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
- Miscommunicated referent tracking in L2 English: a case-by-case analysis
- Rule-based or efficiency-driven processing of expletive there in English as a foreign language
- When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
- Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
- Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
- Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
- The role of working memory in the effects of models as a written corrective strategy
- Comparing motivational features between feedback givers and receivers in English speaking class
- Examining resilience in EFL contexts: a survey study of university students in China
- High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
- L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency