Abstract
This study reviews the important role of feedback in instructional communication Feedback Intervention Theory (FIT). FIT proposes that feedback efficacy is related to three primary constructs: message cues (locus of attention), personality traits, and the nature of the task to be learned. In an experimental design, the effect of grading, along with assessment of personality differences in feedback attributional sensitivity and perceptions of feedback utility are examined for their impact on feedback provided to student speakers. Changes in observed behavior for both eye contact and length of introduction are found. In addition, it is noted that traits and message cues function independently in predicting changes in behavior. Suggestions for future research are provided.
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