The role of written formative feedback in inducing non-formal learning among masters students

Alireza Mirzaee, Mostafa Hasrati

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This article adds to the existing literature on nonformal learning in education in general and the role played by written feedback in providing the space for such learning in particular. The study was conducted in an English as a Foreign Language context in which the participating students received written feedback on their English writings. Employing qualitative interviews and stimulated recall methodology, we explored interstudent interactions, cross-cultural understanding, and initiation into communities of practice, and categorized these as reactive and deliberative types of nonformal learning. Drawing upon Eraut's typology of nonformal learning, we would argue that formative written feedback provided on students' writings could lead to nonformal learning because it encourages them to act upon it.
Original languageEnglish
Pages (from-to)555-564
JournalTeaching in Higher Education
Volume19
Issue number5
DOIs
Publication statusPublished - 4 Jul 2014

Keywords

  • community of practice
  • nonformal learning
  • scaffolding
  • written feedback
  • ZPD

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