Analysis of the Role of Teacher Feedback in Students’ Cognitive Engagement
DOI:
https://doi.org/10.54097/6qe8s854Keywords:
Teacher Feedback, Cognitive Engagement, Formative FeedbackAbstract
Teacher feedback is critical for enhancing students’ cognitive engagement in learning. This paper aims to analyze the different forms of teacher feedback that considerably enhance student cognitive engagement, investigate the factors that impact the effectiveness of such feedback, and outline practical strategies for educators to improve student cognition through effective feedback methods. This paper also reviews the latest trends in educational technology and feedback methods. The results of this analysis show that the integration of technology-enhanced interactive feedback methods, combined with personalized approaches, can cultivate more effective learning environments, where students are cognitively engaged. Meanwhile, students’ self-assessment and reflection on their own learning can help maintain sustained motivation for cognitive engagement. Future research examining long-term effects of various feedback types, culture-specific feedback, and the impact of AI-driven feedback systems on cognitive engagement are expected to be conducted to promote student engagement.
Downloads
References
[1] H. Y. Tay and K. W. L. Lam, “Students’ engagement across a typology of teacher feedback practices,” Educational Research for Policy and Practice, vol. 21, no. 3, pp. 427-445, Apr. 2022.
[2] J. Hattie and H. Timperley, “The Power of Feedback,” Review of Educational Research, vol. 77, no. 1, pp. 81-112, Mar. 2007.
[3] J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, “School Engagement: Potential of the Concept, State of the Evidence,” Review of Educational Research, vol. 74, no. 1, pp. 59-109, Mar. 2004.
[4] C. Munshi and C. C. Deneen, “Technology-Enhanced Feedback,” in The Cambridge Handbook of Instructional Feedback, A. A. Lipnevich and J. K. Smith, Eds. New York: Cambridge University Press, Nov. 2018, pp. 335-356.
[5] F. Picasso, D. Agostini, P. Venuti, et al., “Technology-Enhanced Assessment and Feedback: From Literature Review and Analysis of Practices to the Design of a MOOC to Scaffold Academic Development Processes,” in Higher Education Learning Methodologies and Technologies Online, G. Casalino, R. Di Fuccio, G. Fulantelli, et al., Eds. Cham: Springer Nature Switzerland, 2024, pp. 735-745.
[6] L. Kaldaras, K. D. Wang, J. E. Nardo, et al., “Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations,” International Journal of STEM Education, vol. 11, no. 1, p. 30, Jul. 2024.
[7] T. Hatziapostolou and I. Paraskakis, “Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System,” Electronic Journal of e-Learning, vol. 8, no. 2, pp. 111-122, Mar. 2010.
[8] C. Ozan and R. Kincal, “The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills,” Educational Sciences-Theory & Practice, vol. 18, no. 1, pp. 85-118, Apr. 2018.
[9] K. M. Cauley and J. H. McMillan, “Formative Assessment Techniques to Support Student Motivation and Achievement,” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 83, no. 1, pp. 1-6, Jan. 2010.
[10] I. Clark, “Formative Assessment: Assessment Is for Self-regulated Learning,” Educational Psychology Review, vol. 24, no. 2, pp. 205-249, Jun. 2012.
[11] Y. B. Chung and M. Yuen, “The Role of Feedback in Enhancing Students’ Self-regulation in Inviting Schools,” Journal of Invitational Theory and Practice, vol. 17, pp. 22-27, Feb. 2022.
[12] I. Elmahdi, “Using Technology for Formative Assessment to Improve Students’ Learning,” The Turkish Online Journal of Educational Technology, vol. 17, no. 2, Apr. 2018.
[13] V. Kim, “Technology-Enhanced Feedback on Student Writing in the English-Medium Instruction Classroom,” English Teaching, vol. 73, no. 4, pp. 29-53, Dec. 2018.
[14] M. R. Qhosola, “Enhancing the teaching and learning of auditing: the case for descriptive feedback,” Perspectives in Education, vol. 35, no. 2, pp. 30-44, Dec. 2017.
[15] A. Kanjee, “Teacher Expectations and Feedback Practices in South African Schools,” in The Cambridge Handbook of Instructional Feedback, A. A. Lipnevich and J. K. Smith, Eds. New York: Cambridge University Press, Nov. 2018, pp. 451-473.
[16] R. Stiggins, “The Emotional Dynamics of Feedback from the Student’s Point of View,” in The Cambridge Handbook of Instructional Feedback, A. A. Lipnevich and J. K. Smith, Eds. New York: Cambridge University Press, Nov. 2018, pp. 519-530.
[17] S. Sinha, “Impact of technological affordances on cognitive engagement in computer supported collaborative learning environments,” in Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - Volume 2, Rhodes, Greece: International Society of the Learning Sciences, 2009, pp. 267-269.
[18] T. Xu and N. Farhana Jumaat, “Impact of Teachers’ Support Strategies on Students’ Engagement of Online College English Class Experiences,” in 2023 11th International Conference on Information and Education Technology (ICIET), Fujisawa, 2023, pp. 326-331.
[19] Y. L. Chin, L. V. Li, and H. L. Siow, “Innovative Approach to Enhance Active Online Learning: Engagement, Feedback and Classroom Environment,” Asian Journal of University Education, vol. 19, no. 2, Apr. 2023.
[20] M. T. T. Le and K. V. Tran, “University Students’ Engagement with Feedback in a Quiz Platform: A Case Study of Quizizz,” Journal of University Teaching and Learning Practice, vol. 21, no. 10, Dec. 2024.
[21] R. Seethamraju and V. Murthy, “Technology-enabled Active Learning (TEAL) – A Study of its Influence on Student Learning Influence on Student Learning,” in ACIS 2023 Proceedings, Wellington, New Zealand, 2023, p. 146.
[22] S. Min, J. Zhang, Y. Li, et al., “Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China,” Language Testing, vol. 39, no. 3, pp. 425-452, Jul. 2022.
[23] G. Cagliesi, L. Batishcheva, and A. Sanmartin, “Designing Feedback Spirals To Motivate And Promote Student Learning,” Journal of Perspectives in Applied Academic Practice, vol. 11, no. 2, pp. 47-61, Jul. 2023.
[24] M. M. A. B. Ahea, M. R. K. Ahea, and I. Rahman, “The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education,” Journal of Education and Practice, vol. 7, no. 16, pp. 38-41, Jan. 2016.
[25] S. B. Rawal, “Exploring Students’ Perceptions on Teachers’ Feedback in the Classroom (A Study of Achham Multiple Campus, Nepal),” World Journal of Education and Humanities, vol. 5, no. 4, p. 58, Oct. 2023.
[26] M. J. Co, A. Fenton, B. Mitchell, et al., “Exploring students’ perceptions and emotional responses to video and written feedback,” ASCILITE Publications, pp. 630-635, Nov. 2024.
[27] A. Sparrow, S. Smith, D. Petronzi, et al., “Student autonomy of feedback format in higher education and perceived functional behaviours for academic development,” Journal of Pedagogical Research, vol. 4, no. 2, pp. 98-111, May. 2020.
[28] C. Carvalho, J. Santos, J. Conboy, et al., “Teachers’ Feedback: Exploring Differences in Students’ Perceptions,” Procedia - Social and Behavioral Sciences, vol. 159, pp. 169-173, Dec. 2014.
[29] M. Liontou, “How do Finnish and Chinese students’ diverse pedagogical experiences shape feedback interpretation?,” AFinLA-teema, vol. 15, pp. 81-96, Apr. 2023.
[30] M. A. Alafnan, “Artificial Intelligence and Language: Bridging Arabic and English with Technology,” Journal of Ecohumanism, vol. 3, no. 8, Nov. 2024.
[31] A. R. D. Santos, “Reflective portfolios: a learning and self-assessment tool,” South Florida Journal of Development, vol. 5, no. 10, p. e4511, Oct. 2024.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
