{'fraction_non_alphanumeric': 0.011645962732919254, 'fraction_numerical': 0.0, 'mean_word_length': 6.005434782608695, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Comparing motivational features between feedback givers and receivers in English speaking class

Abstract In peer feedback literature, the topic of motivation for feedback is not sufficiently explored, and attention to motivational differences between feedback givers and receivers unbalanced. To address this gap, the present study tracked motivational changes of Chinese students performing consecutively the roles of written-feedback givers and of receivers over eight weeks in their English-speaking class. It employed motivation questionnaires and students’ personal letters to collect their perceptions of each role. The results showed that students generally displayed stronger motivation at the giver role than at the receiver role. In particular, their motivation scores of the communicativeness dimension were significantly different between the two roles because this dimension could easily stimulate their sense of fulfilment and critical thinking when giving feedback. By comparison, for the dimensions of peer accountability and class enjoyment, the students reported similarly modest levels of motivation at both roles because they deemed peer accountability and class enjoyment as sources of extrinsic stimulation and less sustainable than the communicativeness dimension.