Dynamic development of Cambodian university students’ feedback literacy : a longitudinal case study /

Open in iSearch

Student Theses

2024

Khon, Munty

Hong Kong : The Education University of Hong Kong

Thesis

Student feedback literacy is recognised as a critical component for student success in higher education. However, little research has empirically investigated how students develop their feedback literacy in a naturalistic setting over the long term and what factors influence such development. This longitudinal case study research aims to explore the development of Cambodian students’ feedback literacy over one academic year and uncover the influencing factors. This thesis employed a qualitative case study research design, combining student self-report diaries and in-depth interviews (i.e., entry interviews, post-diary interviews and retrospective interviews) to trace the developmental trajectory of feedback literacy in six junior students in a Cambodian public university over an academic year. In total, 42 diaries (seven diaries per participant) were collected, and 54 in-depth interviews (six entry interviews, seven post-diary interviews, and six retrospective interviews per participant) were conducted to explore their perceptions and experiences of feedback on and off campus. Reflexive thematic analysis was used to analyse the diary and interview data to understand temporal changes and individual variations in the students’ feedback literacy and identify its influencing factors.The findings reveal three features of student feedback literacy: temporal, interpersonal, and intrapersonal variations. Regarding temporal variations, the key informants experienced a general upward trend in their feedback literacy over time, with occasional fluctuations along their academic journeys. In terms of interpersonal variations, the findings identify the distinctive development of student feedback literacy in different participants. Regarding intrapersonal variations, the findings reveal different paces of the development of student feedback literacy components in each participant. In addition, the study uncovers several contextual and individual factors that mediated such development. Contextual factors include sociocultural, instructional, interpersonal, and textual. Individual factors include prior feedback experiences, beliefs about feedback, learning motivation, and linguistic ability. The analysis also indicates an interplay between contextual and individual factors in the development of student feedback literacy. This study offers significant theoretical and practical contributions. In terms of theoretical contributions, this thesis presents a nuanced, complex and situated understanding of feedback literacy development, offering comprehensive insights into the interplay between contextual and individual factors from an ecological perspective. In terms of practical contributions, the findings of the study provide valuable insights for Cambodian university policymakers and teachers to create a conducive feedback ecology for students’ feedback literacy development, thus leading to students’ long-term learning development

LG51.H43 Dr 2024eb Khonm

https://educoll.lib.eduhk.hk/records/Hg7j3nhR