Lecturers’ Feedback Performance in Undergraduate Training Programs in Education
Main Article Content
Abstract
This study investigates and evaluates the impact of lecturers’ feedback practices on students’ learning motivation at the University of Education, Vietnam National University, Hanoi. Employing a quantitative research approach, the study uses a questionnaire consisting of 31 items to collect data on lecturers’ feedback activities as perceived by students, as well as students’ learning motivation based on self-assessment. In this study, lecturers’ feedback activities are conceptualized through five dimensions: lecturer–student interaction, timing and frequency of feedback, feedback quality, modes of feedback delivery, and lecturers’ language, gestures, and attitudes during feedback. With data collected from 206 student respondents, the analysis confirms that the dataset meets the necessary conditions for reliably examining the effects of independent variables on the dependent variable. The results of linear regression analysis and t-tests indicate that lecturers’ feedback has a positive and significant influence on students’ learning motivation, particularly through feedback quality, modes of feedback delivery, lecturers’ language, attitudes and gestures, and interactive feedback activities.
Keywords:
Teacher feedback, learning motivation, teaching interaction.
References
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https://doi.org/10.1080/02602938.2018.1463354.
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[10] M. Yang, D. Carless, The Feedback Triangle and the Enhancement of Dialogic Feedback Processes, Teaching in Higher Education, Vol. 18, No. 3, 2013, pp. 285–297, https://doi.org/10.1080/13562517.2012.719154.
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[13] D. R. Forsyth, J. H. McMillan, Practical Proposals for Motivating Students, New Directions for Teaching and Learning, No. 45, 1991, pp. 53–65, https://doi.org/10.1002/tl.37219914508.
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pp. 711–724.
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[21] A. N. T. Nguyen, H. D. T. Nguyen, Effects of Teachers’ Feedback on Learners: Perspectives of English Majors at a Private University, Vietnam Journal of Education, 2023, pp. 240–251.
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[25] K. Singh, Lecturer’s Feedback and its Impact on Student Learning: A Study of a Public University in Sarawak, Malaysia, Asian Journal of University Education, Vol. 15, No. 3, 2019, pp. 83–91.
[26] A. Irons, S. Elkington, Enhancing Learning through Formative Assessment and Feedback, 2nd ed. London, U.K.: Routledge, 2022.
[27] J. F. Hair, R. E. Anderson, R. L. Tatham, W. C. Black, Multivariate Data Analysis, 6th ed. Upper Saddle River, NJ, USA: Prentice Hall, 2006.
[28] Asnawi, Wariyati, The Impact of Using Feedback to Increase Students’ Motivation at the University of Muslim Nusantara Al Washliyah Medan, Research, Society and Development, Vol. 10,
No. 1, 2021, https://doi.org/10.33448/rsd-v10i1.11784.
[29] A. Câmpean et al., Examining Teachers’ Perception on the Impact of Positive Feedback on School Students, Education Sciences, Vol. 14, No. 3, 2024, pp. 257.
[30] Z. K. Javaid et al., A Qualitative Study on Student–Teacher Interaction: Student Engagement and Teacher Feedback, International Journal of Contemporary Issues in Social Sciences, Vol. 3, No. 2, 2024, pp. 1670–1683.
[31] J. K. Griep, J. A. Hess, A. R. Trees, Sustaining the Desire to Learn, Western Journal of Communication, Vol. 67, No. 4, 2003, pp. 357–381.
[32] H. J. Lee, K. H. Choi, J. H. Nam, The Effects of Formative Assessment with Detailed Feedback on Students’ Science Achievement, Journal of the Korean Association for Science Education,
Vol. 20, No. 3, 2000, pp. 479–490.
[33] D. Marbibi et al., Teachers’ Feedback: Influence on First Year Social Studies Students’ Motivation, International Journal of Social Science and Humanities Research, Vol. 5, No. 7, 2022, https://doi.org/10.47191/ijsshr/v5-i7-30.
[34] H. Mardhiyah, H. Zahara, I. Maulana, Hubungan Teknik Umpan Balik dengan Motivasi Belajar Siswa, Jurnal Arjuna, Vol. 2, No. 3, 2024, pp. 37–52.
[35] A. Q. Noori et al., The Relationship between University Lecturers’ Behaviour and Students’ Motivation, Universal Journal of Educational Research, Vol. 8, No. 11C, 2020, pp. 15-22.
[36] F. B. Z. Qizi, Z. M. A. Qizi, The Influence of Teacher Feedback on Student Achievement, Science and Innovation, Vol. 3, Special Issue 28, 2024, pp. 74-77.
[37] E. Pitt, L. Norton, Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work, Assessment and Evaluation in Higher Education, Vol. 42, No. 4, 2017, pp. 499–516.
[38] A. M. Thompson et al., Effect of Daily Teacher Feedback on Subsequent Motivation and Mental Health Outcomes in Fifth Grade Students, Prevention Science, Vol. 22, 2021, pp. 775–785.
[2] J. Hattie, H. Timperley, The Power of Feedback, Review of Educational Research, Vol. 77, No. 1, 2007, pp. 81–112.
[3] V. J. Shute, Focus on Formative Feedback, Review of Educational Research, Vol. 78, No. 1, 2008, pp. 153–189.
[4] D. Carless, D. Boud, The Development of Student Feedback Literacy: Enabling Uptake of Feedback, Assessment and Evaluation in Higher Education, Vol. 43, No. 8, 2018, pp. 1315–1325,
https://doi.org/10.1080/02602938.2018.1463354.
[5] A. N. Kluger, A. DeNisi, The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory, Psychological Bulletin, Vol. 119, No. 2, 1996, pp. 254–284, https://doi.org/10.1037/0033-2909.119.2.254.
[6] A. Jonsson, Facilitating Productive Use of Feedback in Higher Education, Active Learning in Higher Education, Vol. 14, No. 1, 2013, pp. 63–76, https://doi.org/10.1177/1469787412467125.
[7] Y. Han, Y. Xu, The Development of Student Feedback Literacy: The Influences of Teacher Feedback on Peer Feedback, Assessment and Evaluation in Higher Education, Vol. 45, No. 5, 2019, pp. 680–696.
[8] L. M. Rabbani, M. H. Aljanahi, 3D Feedback: A Three-Dimensional Feedback Approach That Makes Students Feel, Think, and Act Big, in Cutting-Edge Innovations in Teaching, Leadership, Technology, and Assessment. Hershey, PA, USA: IGI Global, 2024, pp. 286–302.
[9] E. Molloy, D. Boud, Changing Conceptions of Feedback, in Feedback in Higher and Professional Education: Understanding It and Doing It Well, D. Boud and E. Molloy, Eds. London, U.K.: Routledge, 2013, pp. 11–33.
[10] M. Yang, D. Carless, The Feedback Triangle and the Enhancement of Dialogic Feedback Processes, Teaching in Higher Education, Vol. 18, No. 3, 2013, pp. 285–297, https://doi.org/10.1080/13562517.2012.719154.
[11] I. M. S. Muhammad et al., Assessment Methods and Their Impact on Learning Outcomes in Education, LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Vol. 5, No. 5, 2024, pp. 3336–3350.
[12] D. Boud, N. Falchikov, Rethinking Assessment in Higher Education, in Rethinking Assessment in Higher Education: Learning for the Longer Term, London, U.K.: Routledge, 2007, pp. 191–207.
[13] D. R. Forsyth, J. H. McMillan, Practical Proposals for Motivating Students, New Directions for Teaching and Learning, No. 45, 1991, pp. 53–65, https://doi.org/10.1002/tl.37219914508.
[14] D. A. Cook, A. R. Artino Jr., Motivation to Learn: An Overview of Contemporary Theories, Medical Education, Vol. 50, No. 10, 2016, pp. 997–1014.
[15] R. M. Ryan, E. L. Deci, Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, Vol. 25, No. 1, 2000, pp. 54–67.
[16] R. A. Kusurkar et al., How Motivation Affects Academic Performance: A Structural Equation Modelling Analysis, Advances in Health Sciences Education, Vol. 18, No. 1, 2013, pp. 57–69.
[17] V. F. Filak, K. M. Sheldon, Teacher Support, Student Motivation, Student Need Satisfaction, and College Teacher Course Evaluations, Educational Psychology, Vol. 28, No. 6, 2008,
pp. 711–724.
[18] P. Black, D. Wiliam, Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice, Vol. 5, No. 1, 1998, pp. 7–74.
[19] D. R. Sadler, Formative Assessment and the Design of Instructional Systems, Instructional Science, Vol. 18, No. 2, 1989, pp. 119–144.
[20] P. Dawson et al., What Makes for Effective Feedback: Staff and Student Perspectives, Assessment and Evaluation in Higher Education, Vol. 44, No. 1, 2019, pp. 25–36.
[21] A. N. T. Nguyen, H. D. T. Nguyen, Effects of Teachers’ Feedback on Learners: Perspectives of English Majors at a Private University, Vietnam Journal of Education, 2023, pp. 240–251.
[22] J. Harmer, The Practice of English Language Teaching, 5th ed. Harlow, U.K.: Pearson Education, 2015.
[23] R. Higgins, P. Hartley, A. Skelton, The Conscientious Consumer: Reconsidering the Role of Assessment Feedback in Student Learning, Studies in Higher Education, Vol. 27, No. 1, 2002, pp. 53–64.
[24] R. Lyster, L. Ranta, Corrective Feedback and Learner Uptake, Studies in Second Language Acquisition, Vol. 19, No. 1, 1997, pp. 37–66.
[25] K. Singh, Lecturer’s Feedback and its Impact on Student Learning: A Study of a Public University in Sarawak, Malaysia, Asian Journal of University Education, Vol. 15, No. 3, 2019, pp. 83–91.
[26] A. Irons, S. Elkington, Enhancing Learning through Formative Assessment and Feedback, 2nd ed. London, U.K.: Routledge, 2022.
[27] J. F. Hair, R. E. Anderson, R. L. Tatham, W. C. Black, Multivariate Data Analysis, 6th ed. Upper Saddle River, NJ, USA: Prentice Hall, 2006.
[28] Asnawi, Wariyati, The Impact of Using Feedback to Increase Students’ Motivation at the University of Muslim Nusantara Al Washliyah Medan, Research, Society and Development, Vol. 10,
No. 1, 2021, https://doi.org/10.33448/rsd-v10i1.11784.
[29] A. Câmpean et al., Examining Teachers’ Perception on the Impact of Positive Feedback on School Students, Education Sciences, Vol. 14, No. 3, 2024, pp. 257.
[30] Z. K. Javaid et al., A Qualitative Study on Student–Teacher Interaction: Student Engagement and Teacher Feedback, International Journal of Contemporary Issues in Social Sciences, Vol. 3, No. 2, 2024, pp. 1670–1683.
[31] J. K. Griep, J. A. Hess, A. R. Trees, Sustaining the Desire to Learn, Western Journal of Communication, Vol. 67, No. 4, 2003, pp. 357–381.
[32] H. J. Lee, K. H. Choi, J. H. Nam, The Effects of Formative Assessment with Detailed Feedback on Students’ Science Achievement, Journal of the Korean Association for Science Education,
Vol. 20, No. 3, 2000, pp. 479–490.
[33] D. Marbibi et al., Teachers’ Feedback: Influence on First Year Social Studies Students’ Motivation, International Journal of Social Science and Humanities Research, Vol. 5, No. 7, 2022, https://doi.org/10.47191/ijsshr/v5-i7-30.
[34] H. Mardhiyah, H. Zahara, I. Maulana, Hubungan Teknik Umpan Balik dengan Motivasi Belajar Siswa, Jurnal Arjuna, Vol. 2, No. 3, 2024, pp. 37–52.
[35] A. Q. Noori et al., The Relationship between University Lecturers’ Behaviour and Students’ Motivation, Universal Journal of Educational Research, Vol. 8, No. 11C, 2020, pp. 15-22.
[36] F. B. Z. Qizi, Z. M. A. Qizi, The Influence of Teacher Feedback on Student Achievement, Science and Innovation, Vol. 3, Special Issue 28, 2024, pp. 74-77.
[37] E. Pitt, L. Norton, Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work, Assessment and Evaluation in Higher Education, Vol. 42, No. 4, 2017, pp. 499–516.
[38] A. M. Thompson et al., Effect of Daily Teacher Feedback on Subsequent Motivation and Mental Health Outcomes in Fifth Grade Students, Prevention Science, Vol. 22, 2021, pp. 775–785.
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