Author(s)

Yi'ao Zhang ¹

Affiliation(s)

¹ Xi'an International Studies University, Xi'an, Shaanxi, 710128, China

Corresponding Author

Yi'ao Zhang

ABSTRACT

This study explores the impact of various feedback forms, including teacher feedback, peer feedback, and self-feedback, on the academic writing self-efficacy of postgraduate students, and then finds an effective feedback chain for better improving their academic writing self-efficacy. This research adopted a qualitative method design as data were collected from semi-structured interview of six postgraduate students with relatively high academic abilities, providing insights into how different feedback forms shape their confidence in academic writing. Finding showed that postgraduate students were inclined to teacher feedback as it was considered more authoritative, and three feedback forms had various influence on their academic writing self-efficacy. Based on this study, some practical implications are provided for teachers and students.

KEYWORDS

Academic Writing Self-Efficacy, Feedback, Postgraduate Students

CITE THIS PAPER

Yi'ao Zhang, The Influence of Different Feedback Forms on Academic Writing Self-efficacy of Postgraduate Students. Applied & Educational Psychology (2024) Vol. 5: 21-25. DOI: http://dx.doi.org/10.23977/appep.2024.050704.

REFERENCES

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