ArticleFrontiers in psychology2022
What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Implementation of Teach-Back method based on KWL strategy: a randomized controlled trial in medical caregiver retraining.Frontiers in public health · 2026Trial
- Iranian EFL Teachers' Emotional Labour and Grit as Predictors of Teacher Success.Psychology in Russia : state of the art · 2025Article
- The Interplay Among Perceived Teacher-Student Rapport, Academic Engagement, and L2 Grit: A Structural Equation Modelling Approach.Psychology in Russia : state of the art · 2025Article
- A Phenomenological Inquiry into the Contribution of Positive Emotions to L2 Teachers' Work Engagement: Focusing on Iranian Teachers' Insights and Lived Experiences.Psychology in Russia : state of the art · 2025Article
- AI-empowered applications effects on EFL learners' engagement in the classroom and academic procrastination.BMC psychology · 2024Article
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- Article
- Exploring the potential of ChatGPT for foreign language education at the university level.Frontiers in psychology · 2024Article
- Re-discover student engagement from the perspective of definition and influencing factors.Frontiers in psychology · 2024Review
- Effect of distance education courses held in different environments on emotions of the instructor.PloS one · 2024Article
- Article
- Potential pitfalls of online foreign language teaching from the perspective of the university teachers.Heliyon · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.