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Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language

https://doi.org/10.1016/j.stueduc.2019.100828
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Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/bs.3830280103openalex-snapshot
On the definition of feedback
inferredcites →https://doi.org/10.1007/978-3-030-25112-3_2openalex-snapshot
Identifying Feedback That Has Impact
inferredcites →https://doi.org/10.1007/978-3-319-39211-0openalex-snapshot
Assessment for Learning: Meeting the Challenge of Implementation
inferredcites →https://doi.org/10.1007/978-3-319-39211-0_15openalex-snapshot
The Co-Regulation of Student Learning in an Assessment for Learning Culture
inferredcites →https://doi.org/10.1007/bf00117714openalex-snapshot
Formative assessment and the design of instructional systems
inferredcites →https://doi.org/10.1007/s10212-018-0407-8openalex-snapshot
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
inferredcites →https://doi.org/10.1007/s10648-018-9453-7openalex-snapshot
Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning
inferredcites →https://doi.org/10.1007/s11092-008-9068-5openalex-snapshot
Developing the theory of formative assessment
inferredcites →https://doi.org/10.1016/j.edurev.2017.08.004openalex-snapshot
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
inferredcites →https://doi.org/10.1016/j.ijer.2014.05.002openalex-snapshot
Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?
inferredcites →https://doi.org/10.1016/j.ijer.2019.09.005openalex-snapshot
A meta-review of the student role in feedback
inferredcites →https://doi.org/10.1016/j.jslw.2012.11.003openalex-snapshot
Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong
inferredcites →https://doi.org/10.1016/j.learninstruc.2018.01.004openalex-snapshot
Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy
inferredcites →https://doi.org/10.1016/j.stueduc.2012.04.001openalex-snapshot
Formative assessment and feedback: Making learning visible
inferredcites →https://doi.org/10.1016/j.stueduc.2017.11.003openalex-snapshot
Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools
inferredcites →https://doi.org/10.1016/j.tate.2010.08.003openalex-snapshot
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes
inferredcites →https://doi.org/10.1016/j.tate.2017.11.002openalex-snapshot
Why should learners of English read? Norwegian English teachers' notions of EFL reading
inferredcites →https://doi.org/10.1016/j.tate.2019.06.010openalex-snapshot
Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics
inferredcites →https://doi.org/10.1016/j.tate.2019.06.024openalex-snapshot
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
inferredcites →https://doi.org/10.1023/a:1020909529486openalex-snapshot
A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews
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Human agency in social cognitive theory.
inferredcites →https://doi.org/10.1037/0022-0663.74.4.459openalex-snapshot
Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers.
inferredcites →https://doi.org/10.1037/0022-0663.81.3.329openalex-snapshot
A social cognitive view of self-regulated academic learning.
inferredcites →https://doi.org/10.1037/0033-2909.119.2.254openalex-snapshot
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
inferredcites →https://doi.org/10.1080/00131881.2018.1561202openalex-snapshot
Questions of autonomy in English teachers’ discursive practices
inferredcites →https://doi.org/10.1080/00313831.2011.628693openalex-snapshot
Feedback Dialogues That Stimulate Students' Reflective Thinking
inferredcites →https://doi.org/10.1080/00313831.2015.1066430openalex-snapshot
Formative assessment of writing in English as a foreign language
inferredcites →https://doi.org/10.1080/00461520.2016.1207538openalex-snapshot
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
inferredcites →https://doi.org/10.1080/01443410.2013.785384openalex-snapshot
The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness
inferredcites →https://doi.org/10.1080/01443410.2017.1412399openalex-snapshot
The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes
inferredcites →https://doi.org/10.1080/02602930903541015openalex-snapshot
Beyond feedback: developing student capability in complex appraisal
inferredcites →https://doi.org/10.1080/02602938.2015.1102863openalex-snapshot
Researching feedback dialogue: an interactional analysis approach
inferredcites →https://doi.org/10.1080/02602938.2018.1437594openalex-snapshot
The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers
inferredcites →https://doi.org/10.1080/02602938.2018.1463354openalex-snapshot
The development of student feedback literacy: enabling uptake of feedback
inferredcites →https://doi.org/10.1080/02602938.2018.1531108openalex-snapshot
Feedback loops and the longer-term: towards feedback spirals
inferredcites →https://doi.org/10.1080/02680930601158919openalex-snapshot
Education policies for raising student learning: the Finnish approach
inferredcites →https://doi.org/10.1080/02680939.2019.1608375openalex-snapshot
Contesting educational assessment policies in Australia
inferredcites →https://doi.org/10.1080/03075070600572090openalex-snapshot
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
inferredcites →https://doi.org/10.1080/0969594042000333913openalex-snapshot
Travelling towards change in assessment: Policy, practice and research in education
inferredcites →https://doi.org/10.1080/0969594x.2011.592972openalex-snapshot
The impact of high stakes testing: the Australian story
inferredcites →https://doi.org/10.1080/0969594x.2011.600247openalex-snapshot
‘Getting traction’: enablers and barriers to implementing Assessment for Learning in secondary schools
inferredcites →https://doi.org/10.1080/0969594x.2012.749212openalex-snapshot
Student perceptions of classroom feedback
inferredcites →https://doi.org/10.1080/0969594x.2013.830079openalex-snapshot
Educational assessment in Norway
inferredcites →https://doi.org/10.1080/0969594x.2014.996524openalex-snapshot
Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway
inferredcites →https://doi.org/10.1080/0969594x.2018.1441807openalex-snapshot
Classroom assessment and pedagogy
inferredcites →https://doi.org/10.1080/0969594x.2019.1571992openalex-snapshot
Classroom assessment as the co-regulation of learning
inferredcites →https://doi.org/10.1080/0969595980050102openalex-snapshot
Assessment and Classroom Learning
inferredcites →https://doi.org/10.1080/0969595980050105openalex-snapshot
From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field
inferredcites →https://doi.org/10.1080/10573569.2018.1499058openalex-snapshot
Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong
inferredcites →https://doi.org/10.1080/1359866x.2019.1599098openalex-snapshot
Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community
inferredcites →https://doi.org/10.1080/13664530.2015.1060254openalex-snapshot
Feedback to support learning: changes in teachers’ practice and beliefs
inferredcites →https://doi.org/10.1080/2159676x.2019.1628806openalex-snapshot
Reflecting on reflexive thematic analysis
inferredcites →https://doi.org/10.1080/2331186x.2016.1227021openalex-snapshot
Educating for the future: A conceptual framework of responsive pedagogy
inferredcites →https://doi.org/10.1080/2331186x.2019.1676568openalex-snapshot
Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?
inferredcites →https://doi.org/10.1177/1469787417721363openalex-snapshot
Marking and providing feedback face-to-face: Staff and student perspectives
inferredcites →https://doi.org/10.1177/1478210314566733openalex-snapshot
International trends in the implementation of assessment for learning: Implications for policy and practice
inferredcites →https://doi.org/10.1207/s15326985ep2802_3openalex-snapshot
Perceived Self-Efficacy in Cognitive Development and Functioning
inferredcites →https://doi.org/10.1207/s15430421tip4102_2openalex-snapshot
Becoming a Self-Regulated Learner: An Overview
inferredcites →https://doi.org/10.1348/000709905x53589openalex-snapshot
Expecting the best for students: Teacher expectations and academic outcomes
inferredcites →https://doi.org/10.3102/003465430298487openalex-snapshot
The Power of Feedback
inferredcites →https://doi.org/10.3102/00346543065003245openalex-snapshot
Feedback and Self-Regulated Learning: A Theoretical Synthesis
inferredcites →https://doi.org/10.3102/0034654307313795openalex-snapshot
Focus on Formative Feedback
inferredcites →https://doi.org/10.3389/feduc.2018.00069openalex-snapshot
Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation
inferredcites →https://doi.org/10.4135/9781071802779openalex-snapshot
An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods

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