Gozali, Imelda (2024) Developing a teachers' toolkit to promote indonesian efl preservice english teachers' feedback literacy: fostering learners' agency and autonomy / Imelda Gozali. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Feedback literacy a set of skills and dispositions enabling students to make the most of feedback is crucial in empowering learners to be autonomous lifelong learners. However the burgeoning studies on feedback literacy have hardly addressed the needs of preservice teachers in their roles both as students and future teachers and studies on the topic in the context of Indonesia is still largely absent. To respond to this gap this developmental research aimed at designing a teachers rsquo toolkit to promote the feedback literacy of Indonesian EFL preservice English teachers and examining its impact of learners rsquo autonomy and agency. The research and its methodology termed ADDIE X comprised two stages. The first was a design-based study focused on developing the toolkit following the ADDIE (Analysis Design Development Implementation Evaluation) model. In the second stage a pre-experimental study was conducted to explore the impact of the resulting toolkit on learners rsquo agency and autonomy. The research participants were undergraduate students in an English Language Education study program teacher education faculty in a private university of Surabaya Indonesia. Two classes were conveniently sampled the Recount and Narrative class for the ADDIE stage and Academic Writing class for the second stage. The Analysis phase of the ADDIE stage was intended to ascertain the level of feedback literacy among students and teachers in the institution where the feedback literacy toolkit was to be developed. This phase employed an explanatory sequential mixed method engaging 30 students with a modified feedback literacy survey and a semi-structured interview. In addition two writing instructors were invited for an interview. The outcome of this phase shed light on the toolkit draft specifically in the aspect of the use of rubric exemplars and technology for feedback as well as the need for a more systematic peer-feedback training. Next in the Design phase a scoping review of 133 documents pertaining to feedback literacy generated the blueprint of sound feedback practices based on the seven groups of feedback literacy framework. The toolkit rsquo s specification such as the aims and learning outcomes were structured in accordance with principles of module development. Thirdly the toolkit was created and validated through peer-debriefing in the Development phase which also included the creation of teaching materials and media. The resulting toolkit was termed Feedback Pack. In the fourth phase the Implementation the Feedback Pack was embedded in the Recount and Narrative class comprising 18 students. In general the feedback literacy principles were interweaved with the main course content and the feedback literacy activities were applied to the different moments of the process writing approach. Lastly both the Feedback Pack itself and the development of students rsquo feedback literacy were examined in the last Evaluation phase through a pre-experimental study within a convergent mixed-method design. A module evaluation questionnaire was distributed at the end of the course to gather the students rsquo perception of the Feedback Pack. Secondly the development of the students rsquo feedback literacy was approximated through the modified feedback literacy survey that was administered before and after the Feedback Pack implementation. In addition qualitative data from exit slips reflective journals open-ended questionnaire and semi-structured interview were collected throughout the course. The result of the Feedback Pack evaluation reflected the positive perceptions of the students with minor suggestions related to the use of more interactive materials. Inferential statistics rsquo result of the feedback literacy survey likewise yielded a significant increase in the overall feedback literacy measure although individually the increment in the values of eliciting processing and enacting were not significant. The qualitative data coding revealed that the participants were divided in their perceived ability in evaluating the works of others and still felt some emotional inhibition in giving peer feedback. However self-assessment with Automated Writing Evaluation (AWE) technology particularly ChatGPT constituted a major theme in the coded data. In the second stage the revised Feedback Pack was applied to an Academic Writing course comprising 16 students eight of whom agreed to participate in the research. The aim of this stage was to examine how the Feedback Pack promotes learners rsquo agency and autonomy. The pre-experimental study gathered data from a Latgen (Learners rsquo Autonomy and Agency) survey and three reflective journals at different time points. The statistical analysis of both the survey and the code counts of the reflective journals revealed an increase in the overall measures of autonomy and agency although not in a statistically significant manner. The qualitative data unveiled the major themes for agency to be in the components of interdependence and self-reflection evidencing the students rsquo increased agency in collaboration and monitoring strategy. Under the construct of autonomy the students showed improvement in their sense of confidence and independence following the Feedback Pack enactment.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 11 Sep 2024 04:29 |
| Last Modified: | 16 Jan 2025 04:03 |
| URI: | http://repository.um.ac.id/id/eprint/349353 |
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