Can Providing Quickly Accurate Feedback Improve Students' Self-Regulated Learning Processes? Evidence from S-RED Programme in XJTLU

    Activity: Talk or presentationPresentation at conference/workshop/seminar


    It is evident that prior studies have examined the direct influence of teacher feedback on students' performance. However, there is a scarcity of literature that has examined the influence of teacher feedback on students' learning philosophies. Meanwhile, I personally like and respect quickly accurate feedback (QAF) as a teaching model. Based on that, the research program described in this paper specifically focuses on the micro-level analysis of the self-regulated learning process. In this paper, the focus is on whether and how providing quickly accurate feedback can improve students' self-regulated learning processes, which include three parts: meta-cognitive processes, motivational processes, and behavioral processes. I gather data through three distinct methods: a self-regulated learning survey, face-to-face and one-on-one conversations, and the final questionnaire of QAF. The main conclusion of the study is that the QAF teaching model improves students' self-regulated learning processes. However, this result was not statistically significant. This improvement is mainly reflected in meta-cognitive processes and motivational processes. Students basically acknowledged the role and efficiency of the QAF but also suggested that the QAF does not apply to all courses and projects and should be adapted locally.
    Period29 May 2024
    Event titleXJTLU Annual Learning and Teaching Colloquium 2024: EdVenture: Exploring Innovative Practices in Higher Education
    Event typeConference
    LocationSuzhouShow on map
    Degree of RecognitionLocal