Development of Literacy Engagement in Chinese Students with Varying Language Proficiencies

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how correc...

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Veröffentlicht in:International journal of education and literacy studies Jg. 12; H. 3; S. 33 - 43
Hauptverfasser: Jiang, Apisak Sukying, Yilin, Sukying, Apisak
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Footscray Australian International Academic Centre PTY. Ltd (AIAC) 30.07.2024
Schlagworte:
Asian students
Chinese languages
Classrooms
College students
Competence
Data analysis
Educational Strategies
Epistemology
Feedback
Feedback (Response)
Language proficiency
Literacy
Literacy skills
Qualitative analysis
Qualitative research
Quantitative analysis
Regulation theory
Self control
Self regulation
Social cognitive theory
Statistical analysis
Student teacher relationship
Students
Teachers
Teaching methods
ISSN:2202-9478, 2202-9478
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Zusammenfassung:The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and language proficiency. The study employs a qualitative analysis of student responses and reflective journals with quantitative measures of language proficiency and engagement metrics. The research site includes Chinese university classrooms with both low-proficiency (LP) and high-proficiency (HP) students. Key informants are LP and HP students who receive teacher-written corrective feedback. Data analysis involves thematic coding of student responses and statistical analysis of language proficiency scores and engagement levels. Results show that LP students initially display passive engagement but improve with targeted feedback, while HP students demonstrate active engagement and advanced literacy skills. The study suggests tailored pedagogical strategies for LP students and challenges for HP students to enhance literacy engagement and language proficiency.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:2202-9478
2202-9478
DOI:10.7575/aiac.ijels.v.12n.3p.33