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Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course

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There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners’ anxiety remain unresolved. In light of the learners’ anxiety, e-feedback would essentially become… Click to show full abstract

There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners’ anxiety remain unresolved. In light of the learners’ anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students’ anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of “face” and interpersonal harmony also has impacts on learners’ e-feedback delivery. These findings shed new lights on pedagogical practice in higher education.

Keywords: action research; writing course; feedback activities; anxiety; feedback; academic writing

Journal Title: Frontiers in Psychology
Year Published: 2023

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