What is it about?
A quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning, in order to analyse how feedback could influence the students' confidence in each mode. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.
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Why is it important?
No other publication studies feedback and self-efficacy beliefs in three different educational modes
Read the Original
This page is a summary of: Teachers’ Feedback and Trainees’ Confidence: Do They Match?, Research in Language, June 2021, Uniwersytet Lodzki (University of Lodz),
DOI: 10.18778/1731-7533.19.2.06.
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