A model of factors affecting independent learners’ engagement with feedback on language learning tasks

(2014). A model of factors affecting independent learners' engagement with feedback on language learning tasks. Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page. Stella Hurd is a retired senior lecturer in French and currently a doctoral supervisor at the Open University, UK. Her research interests are learner autonomy, learner difference, learning strategies, metacognition and affect in self-access and distance 2 language learning. Publications include journal articles, edited books and book chapters on all these topics. In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it. Introduction Feedback plays a central role in any learning process, and is particularly important in independent settings (White, 2003). By this we mean learning contexts which include both self-access and distance learning, where the learner receives feedback from a tutor on assignments, has access to tutorials, generally online, but also relies on feedback in the materials in the form of model answers of answer keys. Hurd (2006) specifically mentions providing feedback as the most important role of the tutor, according to the distance learners who took part in her study. However, as Nicol (2010) points out, 'while the quality of the [feedback] comments is important, the quality of the students' interaction with those comments is equally, and perhaps more important''s qualitative study underlines this point. They investigated the perceptions of beginner distance language learners and their use of assignment feedback from tutors identified different patterns of student …