Students’ independent requests for feedback during collaborative productive work in their mother tongue subject

  • Vibeke Christensen University of Southern Denmark

Abstract

Feedback that supports students’ learning and self-regulation has mainly been investigated in a teacher-led feedback practice. This article investigates how students’ independent requests for feedback during collaborative productive work in their mother tongue subject may be identified and characterised. The study was conducted as an ethnographic case study in the context of Danish compulsory education and video recordings were used to observe students’ production processes. The results show that requests for feedback extend beyond the goals set by the teacher, and thus beyond the criteria. A request for feedback may appear implicit in a dialogue or explicit as a question. The students ask for feedback regarding their tasks, processes and self-regulation. This article calls for paying greater attention to students’ goal setting in the study of feedback processes.

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Published
2021-02-16
How to Cite
Christensen, V. (2021). Students’ independent requests for feedback during collaborative productive work in their mother tongue subject. Nordic Journal of Literacy Research, 7(1). https://doi.org/10.23865/njlr.v7.2119
Section
Original Research Articles
Keywords
Feedback, Student agency, Self-regulation, Subject matter content, Peer feedback, Collaborative work