The Effect of Corrective Feedback (Written and Verbal) of Teachers in the Formative Evaluation on Educational Resiliency and Meaning of Education of Students

Ghadampour, Ezataleh; Abbase, Mohmad; Yoosfvadn, Mehdi; Hassanvand, Banafsheh; Hosseini, Hossein

doi:10.22055/psy.2019.20909.1736

The Effect of Corrective Feedback (Written and Verbal) of Teachers in the Formative Evaluation on Educational Resiliency and Meaning of Education of Students

Document Type : Research Article

Authors

Ezataleh Ghadampour ¹

mohmad Abbase ²

Mehdi Yoosfvadn ³

Banafsheh Hassanvand ⁴

Hossein Hosseini ⁵

¹ Associate Professor, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Iran

² Assistant Professor, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Iran

³ phd Candidate, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Iran

⁴ Instructor, Payame noor university, Tehran, Iran

⁵ M.A. Kharazmi University, Tehran, Iran

https://doi.org/10.22055/psy.2019.20909.1736

Abstract

Introduction
The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. Unless appropriate feedback is given, students are reluctant, and desperate to overcome academic barriers. Understanding the factors that facilitate academic achievement can have implications for learning and education. On the other hand, the failure and weakness of students in learning English will reduce the resiliency of education and the meaning of education, so students do not learn English or try and retry to improve their performance in learning this language. The aim of this study was to investigate the effects of corrective feedback (written and verbal) of teachers in formative evaluation on educational resiliency and meaning of education of ninth grade male students in Khorramabad city.

Method
This is a quasi-experimental study in which the pretest-posttest and control group was used. The statistical population of this study included all male high school students in Khorramabad city in the academic year of 2016-17. A multistage cluster sampling method was used to select the sample members. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental group and control group. The data were collected from questionnaires, namely, Meaning of Education of Henderson-King and Smith and Academic Resilience Scale of Samuels.

Results
Data were analyzed using univariate and multivariate analysis of
covariance. Covariance analysis showed significant differences between the two groups. The results showed that there is a difference between the two groups at least in terms of one of the dependent variables. To find out this difference, a one way analysis of covariance analysis was performed. The results showed that the effect was equal to %59. Fifty-nine percent of the individual differences in the scores was from components of academic vibration and the meaning of education. The results of single-variable covariance showed that the effects of experimental intervention on increasing academic survival and the meaning of education were %61 and %59, respectively, meaning that %61 of the total variance of academic and %59 of the variance of the meaning of education were related to the effect of the experimental intervention.

Discussion
The proper corrective feedback function emphasizes improving student performance and enhances students' self-esteem in achieving goals and improving performance by utilizing a self-serving and empowering one, which increases productivity, effort and self-confidence. Effective written feedback to students, in addition to informing them about their weaknesses and strengths, also influences personality and motivation, in the way that the students come to believe that they are important. Thus it can be concluded that written and verbal feedback, suggested by Butler and Wine model, can be effective. If the teachers, in their formative assessment can provide feedback to the students, they can increase the level of their resiliency and meaning of education significantly.

Keywords

Written and Verbal Feedback

Formative Evaluation

Academic Resiliency

Meaning of Education

20.1001.1.22286144.1397.25.2.2.2

Alonso, T., & Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. In fancia y Aprendizaje, 33 (18), 385-397.

Badri Gorgi, R., Mahdavi, A., & Zarabi, M. T. (2011). Motivational profiles and students' academic burnout: A person-based analysis. Journal of Psychological Achievements, 19 (2), 62-45. [Persian]

Barbeau, E. B., Chai, X. J., Chen, J. K., Soles, J., Berken, J., Baum, S., Watkins, K. E., & Klein, D. (2016). The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study. Neuropsychologia, In Press, Corrected Proof, Available online, 17 (3), 125-138.

Benard, B. (1998). Fostering resiliency in kids: Protective factors in the family, school and community. National Resilience Resource Center. Retrived from Internet, 40 (8), 724-730.

Bruning, R., Schraw, G., & Ronning, R. (1999). Cognitive psychology and instruction. Columbus, OH: Merrill Prentice Hall, 4 (14), 104-110.

Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65 (21), 245-281.

Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies inEducational Evaluation, 46 (3), 81-91.

Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Meta Cognition and Learning, 3 (20), 231-264.

Dinham, S. (2005). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian Journal of Education, 51 (8), 263-275

Essazadegan, A., Hasani, M., & Ahmadian, L. (2001). Students meaning strategy of education and culture, Psychological Research, 2 (7), 165-147. [Persian]

Esteban, M. S., & Martin, A. S. (2014). Beyond compulsory schooling: resilience and academic success of immigrant youth and learning a second language Procedia. Social and Behavioral Sciences, 132 (13), 19-24.

Ghimire, J. (2013). Meaning of Education in the Bhagavad Gita. Journal of Education and Research, 3 (41), 65-74.

Gholami, S., & Ghaffari, M. (2016). Positive and Neutral Perfectionism and Academic Performance: The Mediating Effects of Identity Styles and Identity Commitment. Journal of Psychological Achievements, 4 (2), 136-117. [Persian]

Gutman, T. M., & Shean, F. T. (2012). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville.

Han, Y., & Hyland, F. (2015). Exploring learner engagement with written and verbal corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30 (60), 31-44.

Hashemi Sheikh Shaban, A. (2010). The Relationship between Important Predictors of Educational Self-Self-Educational and Academic Resilience and Their Impact on the Academic Achievement of First-year High School Students in Ahwaz, Thesis of Ahwaz Shahid Chamran University. [Persian]

Henderson-King, D., & Smith, N. M. (2006). Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors. Social Psychology of Education, 9 (31), 195- 221.

Hier, B. O., & Eckert, T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56 (7), 111-131.

Iida, A. (2016). Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57(9), 120-133.

Jeong, H., Sugiura, M., Suzuki, W., Sassa, Y., Hashizume, H., & Kawashima, R. (2016). Neural correlates of second-language communication and the effect of language anxiety. Neuropsychologia, 84 (41), 2-12.

Klimova, B. (2015). Diary writing as a tool for students’ self-reflection and teacher's feedback in the course of academic writing. Procedia - Social and Behavioral Sciences, 197 (50), 549-553.

Krypel, M. N., & Henderson-King, D. (2010). Stress, coping styles, Feedback, and optimism: Are they related to meaning of education in students’ lives? Social Psychology of Education, 13 (1), 409–424.

Li, J., & Barnard, R. (2011). Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study. Assessing Writing, 16 (25), 37-148.

Li, L. (2016). Integrating thinking skills in foreign language learning: What can we increases level academic resilience from teachers’ perspectives? Thinking Skills and Creativity, In Press, Corrected Proof, Available online. www.search-document.ir

Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46 (42), 22-33.

Loyola, M. F. (2010). School factors that promote academic resilience in Urban Latino High School Students Christine. Loyola University Chicago Loyola eCommons. University Chicago.

Ma, F., Chen, P., Guo, T., & Kroll, J. F. (2017). When late second language learners access the meaning of L2 words: Using ERPs to investigate the role of the L1 translation equivalent. Journal of Neurolinguistics, 41(21), 50-69.

Martine, V. C. (2003). Academi resilius Goal theory, motivation, and school achievement: An Integrative Review. Annual Review.

Mastun, Y. (2013). Developing resilience: Stories from novice nurse academics. Nurse Education Today, 38 (32), 29-35.

Milne, T., Creedy, D. K., & West, R. (2016). Integrated systematic review on educational strategies, Learning a second language that promote academic success and resilience in undergraduate indigenous students. Nurse Education Today, 36 (11), 387-394.

Mohsenpour, M., Hejazi, E., & Kiamanesh, A. R. (2006). The role of self-efficacy, achievement goals, learning strategies and sustainability in academic achievement in third grade students in mathematics (math) in Tehran, Journal of Educational Innovations, 16 (4), 9-34. [Persian]

Mosek, A. A., & R. Gilboa, B. D. (2016). Integrating art in psychodynamic-narrative group work teacher feedback to promote the resilience of caring professionals. The Arts in Psychotherapy, 51 (7), 1-9.

Qureshi, M. A. (2016). A meta-analysis: Age and second language grammar acquisition. System, 60(28), 147-160.

Richardson, J. T., Shah, E. M., & Nair, C. S. (2017).Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews. Measuring and Enhancing the Student Experience, 55 (9), 21-36.

Richardson, S. T. (1990). Adolescents Resilience, family adversity and wellbeing among Hawaiian and non-Hawaiian adolescents. International Journal of Social Psychiatry, 52 (17), 158-165.

Rojas, L. F. (2015). Factors affecting academic resilience in middle schoo students: A case study. Gist Education and Learning Research Journal, 11 (4), 63-78.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems, Instructional Science, 18 (32), 119-144.

Samoelz, Y. (2004). Qualification Questionnaire Resiliency. Journal of Psychiatry, 18 (3), 254-263.

Scott, C. (2005) Parenting, teaching and self-esteem. Australian Educational Leader, 27 (1), 28-30.

Soltaninezhad, M., Asyabi, M., Adhami, B., & Tavanaei yosefian, S. (2013). Study of Psychometric Resilience Indices. Quarterly Journal of Educational Measurement, 15 (8), 18-34. [Persian]

Taghvaei Nia, A., Sheni yeiilagh, M., & Nisi, AK (2014). Testing and comparing the causal relationship model between perceived academic stress and subjective well-being through mediation of perceived social support and academic self-efficacy beliefs in male and female students of Shahid Chamran University of Ahwaz. Journal of Psychological Achievements, 22 (2), 74-43. [Persian]

Trotter, E., & Roberts, C. A. (2006). Enhancing the early student experience. Higher EducationResearch and Development. 25 (53), 371- 386.

Tuvesson, H., & Borglin, G (2014). The challenge of giving written thesis feedback to nursing students. Nurse Education Today, 34 (49), 1343-1345.

Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100 (17), 94-109.

Yoshida, L., & Kurita, K. (2016). Evaluation of Structured Academic Portfolio Chart and Workshop for Reflection on Academic Work. Procedia Computer Science, 96 (21), 1454-1462.

Yousefvand, M., Sarami, Gh., Kadivar, P., & Eshrati, A. (2015). The impact of teacher feedback (written and verbal) in the genetic evaluation on self-efficacy and self-regulated learning strategies school students, Faculty of Psychology and Educational Sciences University, Journal of New Thoughts on Education, 10 (10), 60-75. [Persian]

Yousfevannd, M., Ghazanfari, F., Hasanvand, B., & Shmsifar, M. (2016). Feedback and learning variables: From science to practice. Tabriz: Akhtar publications. Book. [Persian]

Zhao, X., Heuvel-Panhuizen, M. V. D., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics meaning of education: A review of teacher-written papers. Studies in Educational Evaluation, In Press, Corrected Proof, Available online. www.search-document.ir

Zimmerman, B., & Schunk, D. (2011). Handbook of self- regulation of learning and performance. New York: Routledge.